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Is your student struggling? Common Signs of a struggling student: -Low...

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Is your student struggling? Common Signs of a struggling student: -Low test scores -Low motivation -Incomplete/non-submission of assignments -Change in personality, Works Cited American Psychiatric Association. (2017, July). What Is Intellectual Disability? APA. https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability Mcleod, S. (2019, March 24). The Zone of Proximal Development and Scaffolding. Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html Project Ideal.

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SPECIAL EDUCATION REFERRAL :, Arindam Shome, Citations ShieldSquare...

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SPECIAL EDUCATION REFERRAL :, Arindam Shome, Citations ShieldSquare...: SPECIAL EDUCATION REFERRAL :, Arindam Shome, Citations ShieldSquare Captcha. (2021). Retrieved 3 May 2021, from https://mn.gov/mnddc/resources/factsheets/Identifying_and_Evaluating.htm Getting Started in the Special Education Process - Niskayuna Central School District. (2021). Retrieved 3 May 2021, from https://www.niskayunaschools.org/academics/special-education/getting-started-in-the-special-education-process/

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Zen Flowchart - Flowchart to identify Struggling Student

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https://www.zenflowchart.com/docs/view/LG6vkQBeX66jmbyK82gA

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https://www.zenflowchart.com/docs/view/LG6vkQBeX66jmbyK82gA

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

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What schools and teachers need to know about TBI

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What schools and teachers need to know about TBI

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What Schools Need to Know About Children with Brain Injury

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Strategies on prevention

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https://youtu.be/NSHRQRsvFYs

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

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Tips for Teachers and Other Interventions 

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Tips for Teachers and Other Interventions 

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Speech Language Impairment: Students with Disabilities

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

Also, for teachers, things like oral assignments, group work, and reading could assist in the classroom. Link to video on other additional methods below.

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Students with low-incidence disabilities make up 20% of all students with disabilities. Friend and Bursuck (2012) say students with low-incidence disabilities:

have received some type of special education service since birth

need the same attention as students without disabilities

includes students with moderate to severe intellectual disabilities (IQ < 50)

may have a developmental delay

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Students with low-incidence disabilities make up 20% of all students with disabilities. Friend and Bursuck (2012) say students with low-incidence disabilities:

have received some type of special education service since birth

need the same attention as students without disabilities

includes students with moderate to severe intellectual disabilities (IQ < 50)

may have a developmental delay

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Students with low-incidence disabilities make up 20% of all students with disabilities. Friend and Bursuck (2012) say students with low-incidence disabilities:

have received some type of special education service since birth

need the same attention as students without disabilities

includes students with moderate to severe intellectual disabilities (IQ < 50)

may have a developmental delay

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cannot be accommodated by special education services solely for one impairment

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Having limited strength, vitality, or alertness due to chronic or acute health problems.  Includes

tuberculosis

rheumatic fever

sickle cell anemia

many others (click NICHCY website in link section)

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Low incident Disability

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Making Education Accessible to Deaf Children

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Making Education Accessible to Deaf Children

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Making Education Accessible to Deaf Children | Nyle DiMarco | TEDxKlagenfurt

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Assistive Technology for the Deaf and Hard of Hearing

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Assistive Technology for the Deaf and Hard of Hearing

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Technology Description ProvidersAlerting Systems  | These systems can alert people who are deaf or hard of hearing by using lights, high-frequency sounds and vibrating notifications that work by way of traditional alarms. Alerting systems can be used for alarm clocks, doorbells, door knocks, phone calls, baby monitors, weather alerts, motion detectors, smoke alarms, and a wide range of other traditional alerting technologies.  | Safe Awake FEMA The National Weather Service
Assistive Listening Devices (ALDs)  | ALDs assist people who are deaf and hard of hearing with everyday communication. This technology allows the user to overcome the negative effects of background noise and distance to offer the user better hearing in everyday situations.  | Williams Sound Digi-Wave System
Instant Messaging (IM)  | Instant Messaging is a form of real-time communication between two or more people based on typed text. The text is conveyed via computers or wireless device connected over a network such as the Internet.  | AIM Hangouts Skype Messenger
Internet Captioned Telephone Service  | Make and receive phone calls using a telephone that displays real-time captions of phone conversations visible on your computer’s Internet browser or on a screen embedded on the base of your telephone.  | Hamilton Mobile CapTel
Internet Relay (IP Relay)  | A telephone relay service that links your telephone with a specialized program for personal computers, laptops, mobile phones, or other devices capable of utilizing an IP Relay provider.  |  Sprint IP Relay
Telephone Relay Service (TRS)  | Allows people who are Deaf, Hard of Hearing, Deaf-Blind or Speech-Impaired to place calls to standard telephone users via a keyboard or assistive device.  | Relay NC
Video Chat (Videophone Chatting)  | Interact in real time using audio and video technology by using a computer, tablet or wireless device.  | Hangouts Skype Tango
Video Relay Service (VRS)  | Allows non-signing individuals to communicate with people whose primary language is American Sign Language (ASL). You can use video conferencing equipment and sign language interpreters, or you can use your mobile device.  | Purple Sorenson Video Relay Service ZVRS Purple VRS ntouch

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Prenatal Period

Genetic factors - Include hereditary and non-hereditary hearing loss

Intrauterine infections – such as rubella and cytomegalovirus infection

Perinatal period

Birth asphyxia (a lack of oxygen at the time of birth

Hyperbilirubinemia (severe jaundice in the neonatal period)

Low-birth weight

Other perinatal morbidities and their management

Childhood and adolescence

Chronic ear infections (chronic suppurative otitis media)

Collection of fluid in the ear (chronic nonsuppurative otitis media)

Meningitis and other infections

Adulthood and older age

Chronic diseases

Smoking

Otosclerosis

Age-related sensorineural degeneration

Sudden sensorineural hearing loss

Factors across the life span

Cerumen impaction (impacted ear wax)

Trauma to the ear or head

Loud noise/loud sounds

Ototoxic medicines

Work related ototoxic chemicals

Nutritional deficiencies

Viral infections and other ear conditions

Delayed onset or progressive genetic hearing loss

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By 2050 nearly 2.5 billion people are projected to have some degree of hearing loss and at least 700 will require hearing rehabilitation.

Over 1 billion young adults are at risk of permanent, avoidable hearing loss due to unsafe listening practices.

An annual additional investment of less than US$ 1.40 per person is needed to scale up ear and hearing care services globally.

Over a 10-year period, this promises a return of nearly US$ 16 for every US dollar invested

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

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I think my Zen flow chart could be used with someone who is diagnosed with Autism, depending on the severity one could follow different paths on my mind map.

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Zen Flowchart - How to help a struggling student?

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The prevalence of speech sound disorders (namely, articulation disorders or phonological disorders) in young children is 8 to 9 percent. By the first grade, roughly 5 percent of children have noticeable speech disorders, including stuttering, speech sound disorders, and dysarthria; the majority of these speech disorders have no known cause.⁶,⁷

Research suggests that the first 6 months of life are the most crucial to a child’s development of language skills. For a person to become fully competent in any language, exposure must begin as early as possible, preferably before school age.

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Quick Statistics About Voice, Speech, Language

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Statistics on voice, speech, language, and swallowing disorders among both adults and children in the U.S.

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Just because someone is visually impaired it does not mean they cannot see you. Oftentimes visual impairment can include a wide range of ability. To accommodate students you can do some of the following low tech classroom accommodations:

Provide appropriate written and verbal descriptions to accompany any visual aids, diagrams, films, or videos that you might use in class

As you are writing on the “chalkboard” or discussing a diagram, verbalize what you are writing. When using technical terms, remember to spell them out or give descriptions if appropriate.

Appropriate seating is important for a visually impaired student; since the student cannot see visual cues, he or she needs to be seated in a position to receive verbal cues.

It may be necessary to assist in making available printed materials in alternate formats (audiotape, Braille, electronic), raised-line drawings of graphic materials, and adaptive office equipment (talking calculator, tactile timer).

Try to keep in mind Universal Design for Learning when making your lessons. More information can be found here for teaching an online course up to spec for accessibility.

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While these may seem like low-tech items, they can tremendously help those with visual impairments:
Mobility:

Service dogs

Canes/Ultracane (emits ultrasonic waves to detect objects)

Ray Electronic Mobility Aid (detects objects near individuals and alerts them with a sound)

Reading Assistance

JAWS Screen Reader (provides speech and braille output for computer applications)

Text to Speech software (allows visually impaired to hear written text when it cannot be read by them)

Braille Display (converts text to braille on a display with pins that can change to form different words)

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13. Visual Impairment (including blindness) is defined as  '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.' according to the Individuals with Disabilities Education Act. The incidence rate was most recently identified as 27 per 1000 students aged 3 to 21 years old in the 2017-2018 school year. The incidence rate has remained consistent for about the past 30 years with sharp declines occurring from 1976 to 1981 (38 to 31/1000), and from 1981 to 1991 (31 to 23/1000).

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A conversation discussing Emotional Disturbance

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A conversation discussing Emotional Disturbance

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This is a great video on what to expect when talking about a child with emotional disturbance. This video will prepare parents on what the proper support procedures would be in-regards to their child with an emotional disturbance.

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Referral to Special Education -- Emotional Disturbance

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Language-based learning disabilities:

Text-to-speech (e.g., Kurzweil 3000)

speech-to-text (e.g., Dragon Naturally Speaking)

Word processing: functions such as spell check, dictionary options, synonym support, and word-prediction (e.g., WordQ)

graphic organizers (e.g., Inspiration)

Speech Selection on Apple devices to read aloud electronic text

Number-based learning disabilities:

calculator

graphing calculator

Math Dictionary for Kids

Braiing Camp

IXL Math

Sumdog

ShowMe and ScreenChomp provide an interactive whiteboard interface to solve problems.

see more:

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Assistive Technology for Kids with Learning Disabilities: An Overview

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

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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

See more:

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A specific learning disability is a disorder that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. ¹ Students with a specific learning disability may struggle with reading, writing, or math. ²

The term "specific learning disability" is commonly used in federal and state law, the Diagnostic and Statistical Manual of Mental Disorders (DSM), and by many private and public schools. ³

63% Of people know someone who has a learning disability⁵

43% Of people wrongly think that learning disabilities are correlated with IQ⁵

10-15% Of school-aged children have a learning disability⁴

types of specific learning disabilities

"Specific learning disability" is an umbrella term that can describe many different types of learning issues. An educational evaluation may show that your child has a specific learning disability in a certain subject area.
For example:

A specific learning disability in reading, also known as dyslexia

A specific learning disability in writing, also known as dysgraphia

A specific learning disability in mathematics, also known as dyscalculia

signs of specific learning disabilities

Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning⁵

Inaccurate or slow and effortful reading or writing⁵

Poor written expression that lacks clarity⁵

Difficulties remembering number facts⁵

Inaccurate mathematical reasoning⁵

What to Do if You Notice Signs of a Specific Learning Disability

What to Do if Your Child is Diagnosed with a Specific Learning Disability

Get to Know Your Child's Specific Diagnosis

The more you know about your child's specific learning disability, the more you can do to help. Develop a deep understanding of your child's diagnosis, as well as his or her strengths.

For more information on specific diagnoses, see Churchill's learning disability guides, including:

Common Specific Learning Disability Myths

Myth:Smart students don't have specific learning disabilities.

Specific learning disabilities and IQ are not connected, and many individuals who struggle with reading, writing, or math are bright and successful students.

Myth:All specific learning disability diagnoses are the same.

"Specific learning disability" is an umbrella term that can describe many different types of learning issues including dyslexia, dysgraphia, and dyscalculia. Different types of specific learning disabilities require different interventions.

Myth:Specific learning disabilities are rare.

According to the National Institutes of Health, approximately 10-15% of school-aged children have a learning disability. ⁴

Myth:If my child is struggling in school, he or she probably has a specific learning disability.

The only way to find out whether your child has a specific learning disability is by completing a full educational evaluation. You can request this testing through your public school, or through a private evaluator.

Myth:Specific learning disabilities are a result of a poor diet or too much TV.

Specific learning disabilities are brain-based disorders, and are not caused by external factors such as diet or activity.

Additional Resources on Specific Learning Disability

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References

1. IDEA - Building The Legacy of IDEA 2004. Retrieved from http://idea.ed.gov/explore/view/p/,root,statute,I,A,602,30

2. What's the Difference Between Learning Disabilities and Learning and Attention Issues? Understood. Retrieved from https://www.understood.org/en/learning-attention-issues/getting-started/what-you-need-to-know/difference-between-learning-disabilities-and-learning-and-attention-issues

3. Types of Learning Disabilities. Learning Disability Association of America. Retrieved from https://ldaamerica.org/types-of-learning-disabilities/

4. Lowell, S. C., Felton, R. H., & Hook, P. E. Basic Facts About Assessment of Dyslexia: Testing for Teaching

5. Cortiella, Candace and Horowitz, Sheldon H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities, 2014, from http://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf

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What is a Specific Learning Disability? | Symptoms & Strategies

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A specific learning disability is a disorder that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. 1 Students with a specific learning disability may struggle with reading, writing, or math.

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Definition:
(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

“Specific learning disability” is an umbrella term that can describe many different types of learning issues.

For example:

A specific learning disability in reading, also known as dyslexia

A specific learning disability in writing, also known as dysgraphia

A specific learning disability in mathematics, also known as dyscalculia

see more:

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Individuals with Disabilities Education Act

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

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

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What is it?
The Individuals with Disabilities Education Act (IDEA) officially defines speech and language impairments as “a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.”

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1. Have a visual schedule
2. Break tasks down into step by step actions
3.Use smartboards if possible
4. Use simple uncomplicated sentences.
5. Allow learners more time for activities and to express themselves.
6. Use technology.

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*The video clip above is an auditory accompaniment of the text below.

The first thing that a teacher must do when he/she has a student with a MID in the classroom is do an OSR (Ontario Student Record) search. Here, the teacher will be able to see the student's report cards from the past, as well as any other assessments from the past, which could be language/speech/physical management reports.

Then, the teacher should talk to the resource teacher, in order to see if he/she knows more about the student than what is filed on his OSR. Evidently, the resource teacher will know more about the student with MID than the homeroom teacher, as he/she might have worked with this student in past years and/or might work with him/her in other classes. Moreover, resource teachers are trained to work with students with exceptionalities, so as the homeroom teacher, it is in your benefit to work collaboratively with the resource teacher to find the appropriate strategies to address your teaching to the student's learning, depending on his/her particular strengths and needs.

With the cooperation of the two teachers, there can be a thorough discussion about the student's IEP and the accommodations/modifications can be directly connected to the classroom strategies/instructions given. Thus, the student's expectations will be directly related to that of his IEP, and the establishment of the strategies/accommodations can be assertive.

The homeroom teacher must constantly observe the student, and note down how he/she is responding to the strategies implemented to include him/her. These observations should be recorded (so they are not forgotten!) and later discussed with the resource teacher. These observations might lead to slight changes in the future, in terms of the accommodations given to the student.

Another factor to keep in mind, before going into specific strategies that can be used with students with MIDs, is that all students are unique, so you may use many of the examples of strategies listed below, but they will vary from student to student.

Some overall strategies you might use are:
1) Give extra time to express language, for work, and for assessments.
2) Provide alternative assessment depending on the student.

15) Use simple, short, uncomplicated sentences to ensure maximum understanding.
16) Repeat instructions or directions frequently and ask the student if further clarification is necessary.
17) Keep distractions and transitions to a minimum.
18) Teach specific skills whenever necessary.
19) Provide an encouraging, supportive learning environment that will capitalize on student success and self esteem.

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Strategies for Inclusive and Differentiated Education

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The video clip above is an auditory accompaniment of the text below. The first thing that a teacher must do when he/she has a student with a MID in the classroom is do an OSR (Ontario Student Record) search.

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https://communitymainstreaming.org/assistive-technologies/

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High incidence of mild intellectual disability

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High incidence of mild intellectual disability

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Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child. Intellectual disability can happen any time before a child turns 18 years old, even before birth.

Intellectual disability is the most common developmental disability.

According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:

1. IQ is below 70-75

2. There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)

3. The condition manifests itself before the age of 18

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Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child. Intellectual disability can happen any time before a child turns 18 years old, even before birth.

Intellectual disability is the most common developmental disability.

According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:

1. IQ is below 70-75

2. There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)

3. The condition manifests itself before the age of 18

Intellectual disability-formerly known as mental retardation-can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is unknown.

Some causes of intellectual disability-such as Down syndrome, Fetal Alcohol Syndrome, Fragile X syndrome, birth defects, and infections-can happen before birth. Some happen while a baby is being born or soon after birth.

Other causes of intellectual disability do not occur until a child is older; these might include severe head injury, infections or stroke.

The most common causes of intellectual disabilities are:

Genetic conditions. Sometimes an intellectual disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, Fragile X syndrome, and phenylketonuria (PKU).

Complications during pregnancy. An intellectual disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby's cells divide. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems during birth. If there are complications during labor and birth, such as a baby not getting enough oxygen, he or she may have an intellectual disability.

Diseases or toxic exposure. Diseases like whooping cough, the measles, or meningitis can cause intellectual disabilities. They can also be caused by extreme malnutrition, not getting appropriate medical care, or by being exposed to poisons like lead or mercury.

We know that intellectual disability is not contagious: you can't catch an intellectual disability from anyone else. We also know it's not a type of mental illness, like depression. There are no cures for intellectual disability. However, children with intellectual disabilities can learn to do many things. They may just need take more time or learn differently than other children.

Approximately 6.5 million people in the United States have an intellectual disability. Approximately 1 - 3 percent of the global population has an intellectual disability-as many as 200 million people.

Intellectual disability is significantly more common in low-income countries-16.41 in every 1,000 people. Disabilities overall are more common in low-income countries.

The United Nations Development Program estimates that 80 percent of all people with disabilities live in low-income countries. While people with disabilities represent approximately one in 10 people worldwide, they are one in every five of the world's poorest people.
Sources: American Association of Intellectual and Developmental Disabilities; National Center on Birth Defects and Developmental Disabilities; the United Nations Development Program; and the Centers for Disease Control and Prevention.

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

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1.Specific Learning Disabilities (Autism, Dyslexia, etc.)- Jason

2. Deaf-Blindness-- Melissa

3.Deafness-- Bo

4. Emotional Disturbance-- Bella

5. Hearing Impairment-- Jacob

6. Intellectual Disability-- Ari

7. Multiple Disabilities--

8. Orthopedic Impairment-- Anthony

9. Other Health Impairments--

10. Specific Learning Disability-- Vanessa

11. Speech or Language impairment-- Jannell

12. Traumatic brain injury-

13. Visual impairment including Blindness-- Abdulah

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Here are tools to help students with emotional disturbances:

Writing

Reading

Math

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Students can use this chart to determine what they are feeling in the moment without having to vocalize the issue.

Software such as boardmaker can be used to create schedules, stories, and sequencing charts to help students with transitions or understanding

What is A behavioral or Emotional Disorder: A student with EBD is a student who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that it/they interfere(s) significantly with educational performance to the degree that provision of special educational services is necessary. For preschool-age children, these characteristics may appear within the preschool environment or in another setting documented through an extended assessment period. The student's difficulty is emotionally based and cannot be adequately explained by intellectual, cultural, sensory or general health factors.
An emotional and behavioral disorder is an emotional disability characterized by the following:

1. An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers.

2. An inability to learn which cannot be adequately explained by intellectual, sensory or health factors.

3. Consistent or chronic inappropriate type of behavior or feelings under normal conditions.

4. Displayed pervasive mood of unhappiness or depression.

5. Displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Emotional-and-Behavioral-Disorder.aspx
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Students can use this chart to determine what they are feeling in the moment without having to vocalize the issue.

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Difficulty interacting socially with others due to excessive fear or anxiety

May withdraw from others and appear isolated

May exhibit symptoms of depression

May avoid interactions with peers or adults

May not interact appropriately with peers, teachers, siblings, and parents

May have few or no friends

May affiliate with deviant social groups

(Find more characteristics in the article below)

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad. They may develop physical symptoms or fears that affect home and school. ED includes schizophrenia. When children have an emotional disturbance, these behaviors continue over long periods of time and cannot be explained by other factors, signaling that they are not coping with their environment or peers. Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development.

Emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services if it adversely affects their education.

Learning Difficulties

Academically performing below grade level.

May function two or more years below grade level in reading, math, writing, and spelling.

Emotional disabilities may be related to learning difficulties. For example, if student has severe anxiety, they may be unable to attend, listen, and learn while in school.

May lack social skills that are necessary for school success.

May display language problems in both expressing ideas and in understanding what others are communicating.

May not have strategies to be successful in school, such as memorization skills and attention, which may lead to academic difficulties.

May struggle with organization and time-management.

Are at risk for dropping out of school, affecting their future.

May have average, or even above-average academic achievement.

May display inability to sustain attention.

Socialization and Behavior

Difficulty interacting socially with others due to excessive fear or anxiety

May withdraw from others and appear isolated

May exhibit symptoms of depression

May avoid interactions with peers or adults

May not interact appropriately with peers, teachers, siblings, and parents

May have few or no friends

May affiliate with deviant social groups

May blame behavioral or social problems on teachers or other students

May be aggressive with peers and adults and cause injury when playing or interacting with others

May display covert aggression (e.g. lying, cheating, vandalizing)

May display relational aggression (i.e. manipulating, gossiping, excluding someone)

May display limited perspective-taking skills

May act out in class, and may not appear to respond to discipline from teachers

May seem not to care about class and school rules

May be at higher risk for substance abuse

May show signs of impulsivity (hyperactivity, defiance, opposition, risky behaviors)

Demonstrates immaturity (inappropriate crying, temper tantrums, poor coping skills)

Affective Characteristics

May have serious affective disorders, including depression, anxiety disorders, bipolar disorder, conduct disorder, eating disorder, obsessive-compulsive disorder, and psychotic disorder. Medication may be prescribed for the affective disorder.

Depression: Characterized by a depressed mood most of the day, nearly every day, and markedly diminished interest or pleasure in nearly all activities most of the day. Other persistent characteristics might include feelings of guilt or worthlessness, insomnia, and diminished ability to concentrate.

Anxiety Disorders: Anxiety that can be excessive and overwhelming, resulting in a fear of everyday situations, such as school.

Bipolar Disorder: Bipolar disorder (also known as manic disorder) is a condition that causes dramatic mood swings that go back and forth, from very "high" and/or irritable to sad and depressed. There may be periods of normal mood in between.

Conduct Disorder: Refers a group of behavioral and emotional problems, such as physical aggression, property destruction, lying, stealing, truancy (skipping school), and other serious rule violations.

Eating Disorders: Characterized by extremes in eating behavior or extreme feelings of concern about body weight or shape. Anorexia nervosa is characterized by starvation and dramatic weight loss. Bulimia nervosa is characterized by binge eating, followed by vomiting or purging. Binge eating is characterized by eating excessive amounts of food, with feelings about inability to control how much or what is eaten.

Obsessive-Compulsive Disorder (OCD): Characterized by unwanted and recurrent thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (e.g. handwashing, counting, checking, cleaning, etc.) are often done with the hope of stopping thoughts or getting rid of them.

Psychotic Disorders: Characterized by abnormal perceptions and thoughts, such as delusions and hallucinations. Delusions refer to false beliefs, such as thinking that you are being plotted against. Hallucinations refer to hearing, seeing, or feeling something that is not there. Schizophrenia is a type of psychotic disorder.

Suicidality: Refers to the thoughts and behaviors related to intent to end one's own life.

Strategies for Emotional Disturbance

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad.

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Ear level receiver- this device looks like a hearing aid but does not provide amplification. It can be an option for children that have borderline normal, mild or unilateral hearing loss and do not use personal hearing devices. The teacher still needs a microphone/transmitter.

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Adding FM to the classroom is about collaboration: making it easy to use for the teacher while ensuring students benefit from improved listening conditions.

Amigo FM is designed to work with almost any behind-the-ear hearing aid to help students overcome the effects of distance and noise, so they can put less effort into hearing and concentrate on understanding what is being said.

And now, the popular and versatile Opn BTE13 PP style is FM compatible with a variety of ear-level receivers: the new integrated Amigo R12G2 as well as the universal Amigo R2 or Roger X receivers, via an FM audioshoe.

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Amigo FM | FM receiver for classrooms | Kids with hearing Loss

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Adding FM to the classroom is about collaboration: making it easy to use for the teacher while ensuring students benefit from improved listening conditions. Amigo FM is designed to work with almost any behind-the-ear hearing aid to help students overcome the effects of distance and noise, so they can put less effort into hearing and concentrate on understanding what is being said.

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This is a link for the guidelines of when to use H.A.T. for the classroom.

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*Provide clear instructions that are written as well as spoken.
*Use hand gestures when necessary but don't overuse.
*If the student wears a hearing aid speak at your natural volume.
*Use as many visual aides as necessary.

Furthermore, if one suspects that they have a student who is undiagnosed in this category it may help to follow this flowchart to fully commit to a discovery process for the student.

https://www.zenflowchart.com/docs/view/zQABWJxboYQYzegwOL0E

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Research suggests that about 3% of children suffer from hearing loss, ranging from mild to profound. Of those affected, about 10% fall into the "profound" category. Hearing impairment can be a major obstacle to academic success, largely because it can be mistaken for other conditions. Students who are hard of hearing are sometimes misdiagnosed as having a learning disability of some kind, or are labeled as aloof or reticent. An accurate diagnosis is very important for appropriate intervention.

How to Best Support Students with Hearing Loss

Communication happens on several levels at once (words, body language, facial expressions, etc.). Remember this in the classroom, and try to make your communication as clear as possible through multiple levels. Establish eye contact, and make sure the student can see your face and lips while you speak; if your back is turned, you might as well not be talking.

If the student wears a hearing aid, speak at a natural volume. Speaking too loudly into a hearing aid can be painful.

Many adults, upon learning of a child's hearing impairment, will overuse gestures and hand gestures and speak unnaturally. Try to avoid this. Children become very uncomfortable when they're singled out and treated differently. It can negatively impact their social relationships as well, as other students may model your behavior and treat the hearing impaired student in the same way. Inclusion is key.

It's your job to make sure the assignment/instructions are understood by every student. Try to avoid asking "do you understand" to your hearing impaired student too often. This can be embarrassing and demoralizing. Instead, have the student repeat your instructions back to you.

Visual aids are very useful even for students with perfect hearing. Incorporate visual aids into your lesson plans, write down instructions on the board, and have your students take notes. Also, audio/video components (videos, slide shows, PowerPoint, etc.) are an effective way to communicate information, and should be used often. Whenever possible, emphasize the visual modality of learning.

If your student uses sign language, teach some sign language to the rest of the class. This can be a great lesson in diversity and communication.

Try to reduce background noise in your classroom as much as you can, especially if the student wears a hearing aid. Hearing aids are not selective; they simply amplify ALL sound. Loud background noise with a hearing aid can be just as debilitating as no hearing aid at all.

The student likely works with a number of professionals. Depending on the severity of the hearing impairment, these professionals may include audiologists, speech therapists, sign language coaches/interpreters, etc. Communicate regularly with these professionals--and with the child's parents/guardians--to assess progress and strategize effective teaching methods.

Remember: the student's level of hearing ability is not related to the student's level of intelligence. Treat the child naturally, and make sure he or she feels included in the group. Often, all that is needed is awareness when communicating, and slight accommodations made in teaching methods. By implementing these strategies, your hearing impaired student can thrive in school.

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Strategies for Hearing Impaired Students

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Research suggests that about 3% of children suffer from hearing loss, ranging from mild to profound. Of those affected, about 10% fall into the "profound" category. Hearing impairment can be a major obstacle to academic success, largely because it can be mistaken for other conditions.

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Orthopedic Impairments - includes impairments caused by

congenital anomalies - clubfoot, absence of limg

disease - bone tuberculosis

cerebral palsy

amputations

fractures or burns resulting in contractures

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Orthopedic Impairment - A guide for parents and teachers 

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Orthopedic Impairment - A guide for parents and teachers 

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Discussing strategies and some low-tech solutions.

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Students with orthopedic impairments may have difficulties performing some of the necessary tasks they need in order to be successful in the classroom. It is very important for teachers to understand that orthopedic impairments, and the motor deficits that may or may not be present in the student, can negatively impact both the speed and safety of students in the school environment. Also, teachers should understand that the symptoms of medical conditions and the side-effects of medication taken by the students may have a big effect on a student's performance in the classroom. Even though students with orthopedic impairments may not have any other disabilities, it is important to know whether or not a student may need additional support in other areas of school performance.

Teachers will need to structure their classrooms to accommodate students with orthopedic impairments, based on how much help the student(s) may or may not need. Since many students with orthopedic impairments do not have cognitive impairments, sometimes teaching accommodations will not really be necessary. However, teachers should be taking into account ways to make moving about the classroom easier for the student, such as seating arrangements made to promote good posture and movements, assistive technology devices, and even specialized exercise equipment. A wide array of services are available to support the education of students with severe disabilities, including occupational therapists, physical therapists, and speech/language pathologists, and also professionals such as social workers, orientation-and-mobility instructors and recreation specialists.

Assistive technology devices can be used to assist people with disabilities in the classroom as well as in their everyday lives. Individuals affected with common orthopedic impairments such as spina bifida, muscular dystrophy, and cerebral palsy may need wheelchairs, canes, or walkers to help them get around.
There are also many different assistive technology devices to help children with communication and accessing information.
Speech recognition software has become a vital part of many people's lives, even individuals who have no trouble typing at all. Many new technology devices are equipped with speech recognition software, making it easier for students in need of this software to feel comfortable and included in the classroom while using it. Speech recognition software such as Dragon can convert speech into text as an aid to students who may have trouble typing due to physical disabilities. Dragon Naturally Speaking software has been shown by researchers to be the best speech recognition software for students affected with disabilities such as cerebral palsy and Duchene's muscular dystrophy. Dragon's software has proven to be among the most accurate and helpful to students with communication problems (Garrett, 2007). This software enables students to participate in class activities such as essay writing or creative writing even if they cannot efficiently utilize a computer keyboard.
Text reading software, such as Kurzweil Educational Systems, can read the text aloud to a student while they are reading along. The student is also able to do such things as track the words visually with the software, insert notes and comments into the text, and listen to auditory support when typing. This software creates a multi-sensory learning experience to help struggling students become more accurate and fluent readers.

Other accommodations teachers and parents may want to consider include:
Slant Board - a writing surface that is angled to provide an optimal position for handwriting; promotes good posture and makes copying from the board easier.

Dycem Non-Slip Rolls - These helpful rolls or mats can help stabilize objects and can even help with gripping. These products come in a wide variety of surfaces such as netted matting and self-adhesive, cuttable solutions.

Other helpful things you can use around the house or classroom include

Specialized keyboards such as IntelliKeys

Specialized writing paper

Mnemonic Devices - These are patterns in sounds, letters or associated ideas that help people to remember important information. For example, many people remember the phrase "Please Excuse My Dear Aunt Sally," a mnemonic device to help remember the mathematical order of operations: Parenthesis, Exponents, Multiply, Divide, Add, and Subtract. These memory tricks use acoustically linked sounds or words two connect two pieces of information. Another example of a mnemonic device is a song in which students change around the lyrics to reflect a certain subject, and then sing it. Mnemonic devices have been shown to be highly effective across studies ( Dragoo, 2011).

Spatial organizers - This is a method of presenting information to students that is clear and is ordered according to space and location. According to studies, spatial organizers can help students with multiple disabilities learn content area knowledge ( Dragoo, 2011). Some methods of using spatial organizers include having students complete graphic organizer handouts to help them map out the events in a story, or to remember what steps to take when performing a science experiment. Significant words to use when instructing students are prepositions like next to, behind, underneath, or across from.

Peer Mediation - This is a strategy in which students take an instructional role with their peers in order to further reinforce topics that are learned from the teacher. In this strategy, student mediators are taught roles by their teacher and with these roles will systematically instruct other students. This arrangement is monitored and facilitated by the teacher.

One method of peer mediation that is commonly used is called PALS (peer-assisted learning strategies). This method is commonly used for students in grades 2-6, and has been shown effective by extensive research (McLesky, J., Rosenberg, M. S., & Westling, D. L. , pg. 313). PALS is implemented using seven steps. These steps are:
1. Teacher provides an orientation for student tutors on how to use peer-tutoring strategies. Teachers will guide students on how to be good peer tutors including instructional strategies, and how to respond to errors.
2. Teacher selects groups of students by pairs. These pairs will each include the tutor and the tutee.
3. Teacher schedules several PALS sessions per week. These sessions may be in addition to, or in place of, regular instructional sessions.
4. Students engage in partner reading. The tutor will start reading, followed by the tutee, while the tutor takes note if an error occurs and lets the reader figure out the word or phrase that was missed.
5. Students engage in paragraph shrinking. This is when the tutee will read a paragraph and then stop to identify the main idea. The peer tutor will follow along, helping to identify who or what the paragraph is about. Then, the students will express the main idea using 10 words or less.
6. Students engage in a prediction relay, where the reader will make a prediction about the next section of the text, and then reads the text aloud as the tutor makes comments about the prediction and how it relates to the main idea.
7. Points can be awarded for pairs of students for correct responses and for demonstrate appropriate tutoring skills.

Computer-Assisted Instruction - Along with voice recognition and text reading software, there is a plethora of computer and tablet apps that may work very well for students with physical disabilities. Helpful apps for iPad, iPhone and iPod include:
myHomework - An easy to use student planner that helps students to keep track of homework, classes, tests and assignments.
Assistive Express - This app is useful in converting text to speech for use in everyday conversations. Special features include predicative text to minimize the number of keystrokes required, favorites lists for commonly used words and sentences, and three different voices for the user to pick.
iReward, iReward Chart - These apps are used for students to keep track of daily tasks and reward systems, in the classroom and at home.

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Students with orthopedic impairments may have difficulties performing some of the necessary tasks they need in order to be successful in the classroom. It is very important for teachers to...

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Classroom Modifications & Assistive Technology

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Orthopedic Impairment Characteristics

The Individuals with Disabilities Education Act (IDEA) defines an orthopedic impairment as one that severely and adversely affects a child's school performance. Orthopedic impairments can be caused by congenital anomalies such as club foot, diseases such as osteogenesis imperfecta, or other causes such as cerebral palsy or amputation of limbs. Although IDEA groups orthopedic impairments together, children with these disabilities can actually have orthopedic impairment or neuromotor impairment. Orthopedic impairment involves bones, joints, limbs, and muscles, and neuromotor impairment involves the central nervous system (the brain and spinal cord). [caption id="attachment_131046" align="aligncenter" width="640"]

Types of Impairments

Orthopedic and neuromotor impairments are different and separate disability types, but they can cause similar limitations. Orthopedic impairment characteristics involve problems using hands, arms, and legs. Relationships also exist between orthopedic and neuromotor impairments. A child with spinal cord damage (neuromotor) unable to move her legs, for example, may develop bone and muscle disorders in the legs (orthopedic). The same types of therapy and educational and recreational accommodations are often appropriate for children with orthopedic and neuromotor impairments. Physical therapists can help improve gross motor skills, occupational therapists can help improve fine motor skills, and speech-language pathologists work with a student on speech and language difficulties. Adapted physical education teachers work with physical and occupational therapists to provide an exercise program to students with disabilities. Intellectual Capabilities While two children may have the same diagnoses, they may have very different physical and intellectual capabilities. Students with neuromotor impairments are more likely to have additional impairments if brain damage is involved. Many students with orthopedic impairments, however, do not have learning, language, perceptual, or sensory problems. Most students with orthopedic impairments will require educational modifications and accommodations, and assistive technology to function as independently as possible.

Modifications & Assisstive Technology

Although classroom modifications and accommodations will vary depending on a student's individual needs, the following list are some common needs. General classroom teachers and special educators should collaborate to include students with disabilities in the general curriculum. To participate as fully as possible in educational activities, the student may require these accommodations:

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).

Assistive technology devices help students with various levels of severity of orthopedic impairment. These devices enable access to the educational curriculum and may include one or more of the following:

speech recognition software;

alternative keyboards and mice;

augmentative and alternative communication devices;

word prediction software;

screen reading software, and;

academic software for students with disabilities.

Educators should remember that students with these types of impairments should be educated and treated as typical students, while accommodating their physical disabilities. Image by Ulrike Mai from Pixabay

This post is part of the series: Orthopedic Impairment Disability

A series of articles on Orthopedic Impairment Disability, with special advice and tips for teachers and parents.

1. Inclusion Strategies for Children With Orthopedic Impairment

2. Common Factors of Students with Orthopedic Impairment

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Orthopedic Impairment Characteristics - Classroom Modifications & Assisstive Technology

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The Individuals with Disabilities Education Act (IDEA) defines an orthopedic impairment as one that severely and adversely affects a child's school performance. Orthopedic impairments can be caused by congenital anomalies such as club foot, diseases such as osteogenesis imperfecta, or other causes such as cerebral palsy or amputation of limbs.

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IDEA - Individuals with Disabilities Education Act

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IDEA - Individuals with Disabilities Education Act

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IDEA definition of Orthopedic Impairment

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Individuals with Disabilities Education Act

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(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

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Sec. 300.8 (c) (8) - Individuals with Disabilities Education Act

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(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

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H.A.T- Stands for hearing assistant technology.
This is an article going over the benefits and when to use.

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Using Hearing Assistive Technologies in the Classroom: Why, When and How?

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Hearing Assistive Technology can benefit students (with or without hearing loss) and teachers. Learn about wireless technology for schools and classrooms.

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Understanding the Federal statutes, eligibility vs diagnosis in the educational model. Labels vs eligibility concepts explored.

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What is Orthopedic Impairment - The IDEA's Special Education Categories

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Autism Focused Intervention Resources & Modules (AFIRM) has some AMAZING (no acronym, just excitement) resources available to develop as an educator of ASD learners. This goes beyond activities, interventions, strategies, etc., and moves further into special education training.

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

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Provide directions and instructions using the student’s preferred and strongest mode of communication. Many students will benefit from total communication approach including spoken language, tactile information, and sign language.

Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement.

Provide optimal lighting conditions to capitalize on the student’s residual vision. Reduce glare, increase contrast between materials, manipulatives, and ensure that the size of the materials and print are appropriate for the student’s vision.

Consider close proximity to the activity and teacher during instruction. Positioning of the student and the materials must be based on understanding the child’s acuity and any field loss concerns.

(more in the linked article)

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The mission of Virginia’s Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities (birth - 22 years). The Centers provide quality training and technical assistance in response to local, regional, and state needs. T/TAC services increase the capacity of schools, school personnel, service providers, and families to meet the needs of children and youth.

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This Website is intended to prepare teachers to work with students with disabilities. Includes assistive technologies such as:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

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Definition

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

Prevalence

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

Characteristics

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

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

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

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

Athetoid (movements are contorted, abnormal, and purposeless)

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

Mixed (any combination of the types)

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

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

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

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

Impact on Learning

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

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

Teaching Strategies

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

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

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

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

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

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

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

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

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

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

Assistive Technology

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

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

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

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

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Organizations

United Cerebral Palsy Associations, Inc.

1660 L Street NW, Suite 700
Washington DC 20036

Web: www.ucp.org

United Cerebral Palsy of Texas

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

1016 La Posada, Suite 145
Austin, TX 78752

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

Center for Disability and Development

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

Easter Seals--National Office

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

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

Web: www.easter-seals.org

March of Dimes Birth Defects Foundation

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

1275 Mamaroneck Avenue
White Plains, NY 10605

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

National Rehabilitation Information Center (NARIC)

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

4200 Forbes Boulevard, Suite 202
Lanham, MD 20706

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

Spina Bifida Association of America

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

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

National Institute of Neurological Disorders and Stroke (NINDS)

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

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

Web: www.ninds.nih.gov

References

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

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

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

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Orthopedic Impairments and Special Needs Students - helpful background

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Orthopedic Impairments and Special Needs Students - helpful background

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According to the federal Individuals With Disabilities Education Act (IDEA), an orthopedic impairment is defined as a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child's educational performance. Causes of orthopedic impairment range from genetic abnormalities (such as those that cause a missing arm or leg) to disorders like cerebral palsy, as well as other issues.

Students are typically evaluated by a healthcare professional to determine if they have an orthopedic impairment that will interfere with their academic progress. Medical professionals may also observe the child in the classroom to get a sense of potential problems the student will face.

Orthopedic Impairment

Children may be born with an orthopedic impairment or they may acquire it at some point in life. Hereditary, congenital, and environmental factors can play a role in causing orthopedic impairments that affect the normal functioning of the bones, joints, or muscles.

For example, a child may be born with joint deformities, spina bifida, or muscular dystrophy. Acquired causes can include disease, injury, or surgery. (Injury or surgery may lead to the loss of a limb, muscle contractures, or bone loss that can make movement difficult.)

The orthopedic impairment disability category, per IDEA, includes all orthopedic impairments, regardless of cause. Sometimes orthopedic impairments are called physical disabilities or included in the category of " other health impairments."

Potential Causes of Orthopedic Impairment

Impact on Education

Students with orthopedic impairments typically have the same cognitive abilities as their peers without disabilities. Because of this, school staff should try to include these students in mainstream classes as much as possible. The IDEA law states that students should be educated in the least restrictive environment when appropriate.

For example, impairments such as amputations and fractures can impact attendance, making it harder for kids to keep up academically. Other impairments that have accompanying brain involvement such as birth trauma and cerebral palsy may lead to learning difficulties resulting from sensory and cognitive issues.

Accommodations

Students with orthopedic impairments will have different physical challenges and therefore require different accommodations.

Below are some specific concerns and challenges that children with orthopedic impairments may face.

Behavioral

Teachers in all subject areas should be aware of the impact of an orthopedic disability on a student's behavior in class. Students with these impairments, for example, might get tired more quickly than their peers without orthopedic disabilities.

Participation

Physical education classes, in particular, may pose difficulties. Some students with orthopedic impairments will need to be excused from gym class. Other students with mild orthopedic impairments may be able to participate.

A student may need special seating arrangements to help him with posture and mobility, as moving around the classroom or moving around school hallways may be difficult. Schools may also need to arrange the schedules of these students in a way that prevents them from having to travel long distances from one class to another. Providing elevator access can also help.

Technology

They may also need assistive technology devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills. Devices and technologies that might be utilized may include wheelchairs, specialized desks, canes, crutches, communication software, or speech recognition software.

Children with orthopedic impairments may also face challenges accessing transportation to get to and from school. Federal law, however, requires school districts to provide the transportation necessary to help children with disabilities travel to and from school.

A Word From Verywell

Collectively, parents, medical professionals, teachers, counselors, and other school staff can work to provide children with orthopedic disabilities the support they need in the classroom. The child's needs may change over time, and the officials involved in their individualized education plan can make amendments to the plan to accommodate new needs.

By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

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Learn how the federal Individuals With Disabilities Education Act defines orthopedic impairments, and how they can affect student performance.

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

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Some students with visual impairments will benefit from light boxes to increase contrast between objects and background and/or other devices to enlarge or magnify print and materials. Students with hearing impairments may benefit from amplification systems or assistive listening devices.

Speech to text programs: Dragon, Google Docs, Operating System Dictation

Single button voice output devices (e.g., BIGmack, Step-by-Step)

Wikki Stix, hot glue, foam stickers, braille labels, and/or 3D printed symbols can be added to surfaces to provide touch input.

(more in the linked article)

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In 2018/19, there were approximately 2,000 persons aged 3- to 21-years-old who were deaf and blind and were covered by IDEA. (Statista, 2020)

A person is considered deaf-blind if they have some combination of hearing loss and vision loss. While there are some people who are totally deaf and totally blind, the majority of deaf-blind people have some amount of residual hearing and/or vision. Some will have more vision than hearing; others will have more hearing than vision.

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This statistic shows the total number of 3 to 21 year olds who were deaf and blind in the United States and who were served under the Individuals with Disabilities Education Act (IDEA) from 1990/91 to 2018/19. In 2018/19, there were approximately 2,000 persons aged 3- to 21-years-old who were deaf and blind and were covered by IDEA.

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Number of 3 to 21 year olds who are deaf and blind, U.S. 2019 | Statista

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This statistic shows the total number of 3 to 21 year olds who were deaf and blind in the United States and who were served under the Individuals with Disabilities Education Act (IDEA) from 1990/91 to 2018/19. In 2018/19, there were approximately 2,000 persons aged 3- to 21-years-old who were deaf and blind and were covered by IDEA.

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Autism Speaks is primarily aimed at parents of ASD children, but the resources on this site are extensive, and are organized in a way that makes them very accessible to educators, too.

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Waterford has gotten some (perhaps deserved) criticism for their online pre-K programs, but this is a great collection of activities and strategies to try with ASD students.

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Because approximately 1 in 59 students are diagnosed with autism, learning how to help students with this disorder in the classroom is so important.[1] Teaching young students with autism communication skills and learning strategies makes it all the more likely that they'll reach their academic potential later on. And the more you learn about autism spectrum disorder, the better you'll be able to prepare these students for lifelong success.

Autism spectrum disorder (ASD) is a developmental disability that causes hypersensitivity to sights, sounds, and other sensory information. Symptoms of autism generally fall into three categories:[2]

Communication issues

Social impairment

Repetitive behaviors (known among the autism community as "stimming")

Here are 15 fun activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles. Whether you play them one-on-one or as group activities, these are excellent ways to keep students with autism engaged and ready to learn.

Social Skills Activities for Elementary Students with Autism

A common characteristic of students with autism is trouble communicating or connecting with their classmates. Use these social skills activities to teach kids with autism how to recognize social cues, practice empathy, and learn other important life skills.

1. Name Game [3]

This fun group communication activity teaches students with autism an essential skill: how to introduce themselves and learn someone else's name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name ("I am Mr. or Ms. _____."). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turn saying their name, then pointing at another child in the class and repeating their name.

The Name Game is an especially fun social skills activity for children with autism to do at the beginning of the school year. That way, they'll be able to learn their classmates' names and get a head start on making new friends.

2. "How Would It Feel to Be ____?" [4]

Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you're reading a picture book about Cinderella, for example, you could ask how they would feel if they had two evil stepsisters who were mean to them. Or if you're reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.

This can help students with autism learn empathy as well as how to see situations in their lives from another perspective. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.

3. Sharing Time [5]

Sharing time is a classic elementary school staple, and it can also be a great social-emotional learning (SEL) activity for kids with autism. Every week, have one kid in your class bring something that they'd like to share with the class. This will not only show students with autism how to discuss their interests with others but also how to practice active listening. And if they're fascinated by something another student brings in (or vice versa), they may even make a friend.

4. Emotion Cards

These printable cards for students with autism can help them learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.

If they get stuck, that's okay-just show them the word and give them context for the emotion shown. If the card is "embarrassed," for example, you could say, "When a person is embarrassed, they might feel like they have done something silly or wrong on accident."

5. Board Games with a Twist

Teaching children manners can be a helpful way to boost social skills and explain the importance of being polite. This simple, but effective activity puts an etiquette-related twist on a simple game of chess, checkers, or mancala by requiring players to wish their opponent "good luck" or "good game" before and after they have played.

6. What Would You Do?

For a take-home activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like "How would you help?" or "What would you say?"

This activity keeps social skills sharp and reinforces relationship-building skills.

Sensory Activities for Children with Autism

Because children with autism are often hyper aware of sensory input, it's helpful for educators to provide accommodations so their students can focus in class. These activities involving sensory stimulation can keep kids with autism grounded in the present and comfortable learning with the rest of their classmates.

7. Sorting with Snacks Activity [6]

This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class a food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.

First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, adding, or subtraction. Once they've grasped the concept you want to teach, reward your students by letting them eat the snack.

8. Vegetable Paint Stamps [7]

This art activity for children with autism engages touch and sight to keep students focused on their assignment. Before class begins, cut slices of vegetables like potatoes, cucumbers, or peppers. Hand out a few vegetable slices to each child along with a cup of paint. Instruct your students to dip the bottom of the vegetable slice into the paint and then press it against a piece of paper.

As your students use these homemade stamps, they will make vibrant botanical impressions on their paper. From there, your students can either leave them as they are or finger paint to transform them into whimsical artwork.

9. Scientific Slime Experiments

Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online-look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you'd like or as a science activity for elementary students.

10. Fidget Toys

Fidget toys are a well-known sensory tool for helping children with autism and other sensory processing disorders stay calm and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.

We Are Teachers has compiled a list of eleven fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you're sure to find something useful for your classroom.

11.Auditory Sensory Play

When the phrase "sensory play" comes up, visual or textual activities usually come to mind first. Autism Adventures, however, suggests including activities that involve sound-with a few examples to get you started:[15]

Musical chairs

White noise machine

Simon Says

Noise-cancelling headphones

Rhythm instruments like shakers, rain sticks, or drums

12. Sensory Bin

Sensory bins can be useful for two reasons. First, they encourage differentiated instruction or independent play-both of which can have academic benefits for students. And second, they're a straightforward and accessible sensory experience for students with autism.

The Kindergarten Smorgasbord has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students' needs.

Calming Activities to Prevent Autism Meltdowns in Class

When students with autism are feeling overwhelmed, the intense response that they feel may cause them to lose control of their emotions. This is called an "autism meltdown" and is different from when students without autism act out in class. While the best strategy for autism meltdowns is to seek help from a school specialist, these calm down activities can help to de-escalate stressful situations.

13. Grounding Techniques

Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they seem agitated:[8]

Count to ten or recite the alphabet as slowly as you can

Listen to calming music and pay attention to the different instruments

List five different things that you can see around the room

Try stretching or simple yoga exercises and focus on how your body feels

Hold something tactile like a piece of clay or a stuffed animal

For older students with autism, you could also try mindfulness meditation. This can produce a similar effect and help students tune into the present rather than getting carried away by their emotions.

14. Student Retreat Zone [9]

When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the "Student Retreat Zone" and fill it with sensory toys, picture books, comfortable seats, and calming activities that students with autism could do on their own.

Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don't have to single your student with autism out but still let them know that it's an option. If your student with autism seems like they could use some time away from class, you could also ask them if they'd like to read or work on homework in the library for a while.

15. Calm Down Drawer [10]

Tactile toys can help children with autism calm down if they're agitated since their minds are so attuned to sensory information. If you have children with autism in your class, fill a drawer in your classroom with toys that could help neutralize overwhelming emotions. When your student seems stressed or has trouble focusing, give them a sensory toy or two to help them relax.

Here are a few ideas for sensory toys to put in your "calm down drawer:" [11]

Play dough

Fidget toys

Stress balls

Weighted blankets

Aromatherapy pillows

16. Coloring

According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.[16]

Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out this resource from Disney.

17. Calm-Down Cards

If your student with autism struggles with calming down after feeling strong emotions, calm-down cards can be a helpful resource. A mother whose child has autism has created a how-to on creating your own calm-down cards at And Next Comes L.

Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety-a great resource for your classroom to have.

18. Mindful Breathing

Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try watching this mindful breathing video to help them regain composure.

Effective Teaching Strategies for Children with Autism

In some cases, the learning characteristics of students with autism may differ from the rest of your class. But luckily, the right teaching strategies and methods can keep children with autism on track to finish the school year strong. Try these tips, educational accommodations, and resources for students with autism to help them learn concepts that might otherwise be difficult for them to grasp.

19. Bring Special Interests Into Lesson Plans [12]

Many children with autism have a fixation on certain topics or activities. Take advantage of what they're passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our Solar System.

20. Use Multisensory Learning

Many kids with autism are multisensory thinkers and don't focus as well when assignments only engage one of their senses. Renowned scientist and autism advocate Dr. Temple Grandin once said, "I used to think adults spoke a different language. I think in pictures. Words are like a second language to me." [13]

For this reason, lessons that engage several senses like sight, hearing, and touch can make students with autism more responsive in class. You could, for example, teach children with autism how to read with magnet letters or sing a patriotic song to learn about American history.

21. Try a SMART Goal Challenge

If a student with autism is having a hard time with school, sit down with them and pick a SMART goal to work on over the next month or semester. SMART goals are an effective way to help children with autism reach their potential, and they are: [14]

Suppose, for example, that your student with autism is having trouble learning how to recognize emotions. You could make a goal with them to practice flash cards with emotions on them every day for five minutes and for the student to recognize each card by the end of the month. As long as the SMART goal hits all of the criteria, it can help your student focus on ways to make progress.

22. Provide Clear Choices

According to educators at the special education program of St Joseph's University, children with autism may become overwhelmed when given too many options.[17] Keep this in mind while creating assignments for your students or asking them questions in class. That way, you're more likely to keep your student with autism focused and comfortable choosing an answer.

23. Create a Strong Classroom Routine

In an article with Scholastic, educator Kim Greene reminds teachers that students with autism work best with a strong daily structure.[18] She suggests posting your class schedule for every student to see and, if possible, providing visuals and extra transition time to students with autism.

24. Offer Accommodations for Students with Limited Motor Skills

Some students with autism may have more trouble with activities that require fine motor skills than others. In an article with the Indiana Resource Center for Autism, renowned scientist and advocate Dr. Temple Grandin suggests offering accommodations-like typing on a computer instead of writing-to mitigate these challenges.[19]

When it comes to specific accommodations, it may depend on the individual. It's always a good idea to reach out to a student's family to determine the best resources for their child.

Activities for Autism Awareness Month in April

April is Autism Awareness Month, a time when we celebrate neurodiversity and help students with autism feel welcome in private or public schools. Although parents may not want their child's autism diagnosis to be shared (and you never should without their permission), you can still teach your class about inclusion this month without mentioning a certain student.

Use these three games as autism awareness activities during April or whenever you want to teach a lesson on diversity.

25. "Just Like Me" Activity

For this activity, gather all of your students together on the floor so they can all see each other. Have each child take turns sharing something about themselves, like:

"I have a pet dog."

"I can play the piano."

"My birthday is in September."

"I love to play soccer."

"My favorite color is yellow."

If a statement also applies to other students (like, for example, they also play the piano), instruct them to raise their hands. This will help remind students that they share more similarities than differences with their peers and that they can always find something to talk about.

26. Picture Books About Diversity

By reading a story about inclusiveness to your class, you can help them remember to be kind to everyone and look out for people who are different.

Here are a few picture books about diversity that you can share with your students:

The Sneetches and Other Stories by Dr. Seuss

I'm New Here by Anne Sibley O'Brian

It's Okay to Be Different by Todd Parr

Everywhere Babies by Susan Meyers and Marla Frazee

The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca

The last book on this list, The Girl Who Thought in Pictures, is about a famous researcher who was diagnosed with autism and has since stood as an activist for people with her condition. It is perfect for helping kids understand autism a little better without calling out a specific student.

27. Apples and Actions Game [15]

This object lesson starts with showing your student an apple. Pass the apple around the class and, as you do, have each child insult it and drop it on their desk or the ground. After every child has dropped it and said a mean thing to it, cut the apple in half and show your students all the bruises inside.

Explain to them that our words have consequences and that everything we say can make an impact on someone else. Just like how insulting and dropping the apple can bruise it, being mean to a classmate can have big effects on them. That way, your students will always remember to be kind.

28. Autism Bulletin Board

The puzzle piece is a popular autism awareness symbol. For a simple yet meaningful way to teach your students about autism awareness, create this puzzle piece bulletin board from Mrs. D's Corner. Each piece fights against negative stereotypes by reminding your students that people with autism are intelligent, empathetic, important, and so much more.

29. Teach Students About Historical Figures with Autism

Although the disorder wasn't discovered until the twentieth-century, people with autism have made important contributions to history, and it's important to educate students about them-not just in April but throughout the year. Here are a few well-known figures who are diagnosed with or believed to have had autism to get you started:[20]

Greta Thunberg

Vincent van Gogh

Temple Grandin

Albert Einstein

Emily Dickinson

30. Hold a Professional Development Session on Autism

It's so important to teach faculty about autism awareness, too. If you're a school administrator, consider holding a professional development session on teaching students with autism or sharing a few resources.

For example, the Regional Educational Laboratory Program has put together a helpful resource for administrators on how educators can support students with autism during remote learning.
Sources:

1. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html.

2. The National Institute for Mental Health. A Parent's Guide to Autism Spectrum Disorder. https://www.autism-watch.org/general/nimh.pdf

3. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

4. Dougan, R. Social Emotional Learning Guidebook: Ideas for Incorporating SEL Activities into your Classroom. https://www.dvc.edu/faculty-staff/pdfs/SEL-Guidebook.pdf.

5. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

6. Autism Parenting Magazine. Sensory Play Ideas and Summer Activities for Kids with Autism. https://www.autismparentingmagazine.com/best-sensory-play-ideas/.

7. Autism Speaks. 10 Fun Summer DIY Sensory Games for Kids. https://www.autismspeaks.org/blog/10-fun-summer-diy-sensory-games-kids.

8. Noelke, K. Grounding Worksheet. https://www.winona.edu/resilience/Media/Grounding-Worksheet.pdf.

9. Tullemans, A. Self-Calming Strategies. Autism Spectrum Disorder News, July 2013, 23.

10. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. Retrieved from cdc.gov: https://www.cdc.gov/ncbddd/autism/data.html.

11. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

12. Blanc, M. Finding the Words... When They Are Pictures! Helping Your Child Become Verbal! Part 1. Autism/Asperger's Digest, May-June 2006, pp. 41-44.

13. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

14. Penn State Extension. More Diversity Activities for Children and Adults. R https://extension.psu.edu/more-diversity-activities-for-youth-and-adults.

15. Autism Adventures. Sensory Play in the Classroom . www.autismadventures.com/sensory-play-in-the-classroom/

16. The National Institute for Trauma and Loss in Children. 5 Calming Mind-Body Exercises to Try With Your Students. We Are Teachers. April 2018. https://www.weareteachers.com/mind-body-skills/.

17. Saint Joseph's University. Techniques for Teaching Students with Autism Spectrum Disorder. https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder.

18. Greene, K. Teaching Students with Autism Spectrum Disorder. https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.

19. Grandin, T. Teaching Tips for Children and Adults with Autism. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/irca/articles/teaching-tips-for-children-and-adults-with-autism.html.

20. Autism Community Network. Famous-With Autism. https://www.autismcommunity.org.au/famous-with-autism.html.

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism - Waterford.org

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Use these activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles.

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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.
(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.

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Individuals with Disabilities Education Act

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

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

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Project IDEAL has a lot of information to support students with Emotional disturbances.

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Definition

Students with emotional disorders are a very heterogeneous group with a wide range of issues that are unique to each individual. However, there are some key characteristics that are used to define this disability category, mostly relating to issues of personal identity and emotional well-being. An emotional disorder may be present if a student responds to a situation with an inappropriate behavior or emotion, and particularly, if this emotion is depression or long term unhappiness. Students with emotional disorders typically have a very difficult time maintaining personal relationships with others, and these personal problems lead to physical symptoms in time. If the student has difficulty learning, but there is no intellectual or sensory cause of this difficulty, then an emotional disorder may be to blame. This disability category does include some mental illnesses such as schizophrenia.

It should be noted that one or more of the previously mentioned characteristics has to be present for an extended period of time, and must have a negative impact on the student's academic performance before being considered an emotional disorder. Signs of an emotional disorder need to be taken seriously, as they can lead to physical aggression and self-injurious behavior. However, care must also be taken to recognize the difference between emotional disturbance and general teenage angst. There are as many causes of emotional disturbance in children as there are children in this category, but they can generally be divided into either biological causes, environmental causes, or a combination of the two.

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 7.7%, or 461,055 students, received special education services based on a classification of emotional disturbance. However, within this group of 461,055 students, there was a definite disproportionally between gender, race and socioeconomic background. African-American students were far more likely to be diagnosed as emotionally disturbed than white students, reflecting possible race bias in this category. Research has pointed to a direct correlation between low income status and emotional disorders, but the exact reasons for this correlation are unknown.

Characteristics

Each student with an emotional disturbance will have characteristics that are unique to that individual. However, these students will all share deficits in three specific areas, namely emotional development, behavioral development, and cognitive development.

These students may have specific emotional characteristics/conditions such as anxiety disorder, mood disorder, oppositional defiant disorder, conduct disorder, and schizophrenia. Not addressing any one of these disorders with the appropriate support system could have potentially tragic results. Behavioral characteristics of an emotional disorder include externalizing behavior and conversely internalizing behavior. The former can result in problem behavior and physical aggression while the latter results in depression and anxiety. Finally, students with emotional disorders have a number of academic issues as well, and each year half of the students in this category drop out of school entirely.

One intriguing possible contributing factor to emotional disturbance can be found in deficits in communication. An estimated 71% of students with emotional disorders also have expressive and receptive language disorders that impact their ability to understand and communicate with peers and adults.

Impact on Learning

Students with emotional disorders can be found at every level of cognitive functioning, but the majority of these students tend to have low average intelligence. Most achieve below grade level in academic achievement, with the greatest deficits in both math and spelling. Many have a coexisting learning disability of some type. Students that exhibit externalizing behaviors are at the greatest risk for continued deficits in academic functioning. Students with emotional disorders are less likely to attend post-secondary school than students in many other disability categories. An effective educational program for students with emotional disorders will provide emotional and behavioral supports that foster the replacement of problem behaviors with more appropriate behaviors. Positive behavior support systems are one especially effective strategy to achieve this goal, as are the implementation of wraparound services.

Teaching Strategies

Wraparound planning is a collaborative process that has shown great promise in supporting students with emotional disorders, both in research and in more practical application. This planning process brings all of the involved service providers (i.e., adult rehabilitation services, mental health services, guidance counselor) and individuals together to create a natural support system that is founded on the strengths of the individual student and the community in which that student lives. The family is an integral part of this process, and the overall goal is to devise a program that will capitalize on the strengths and interests of the student while utilizing community resources for placement and intervention.

Generally, academic achievement and problem behaviors often go hand-in-hand for students with emotional disorders. To put this another way, the more difficulty they have with a classroom task, the more likely that maladaptive behavior will result. Supporting the academic performance of these students will thus have the added benefit of decreasing externalizing and internalizing behaviors. Best practices for students with emotional disorders are often best practices for all students. A strategy such as allowing students to choose between classroom tasks, for example, is an effective way to decrease problem behaviors in general. Consistent and specific praise is also a great technique to utilize with all students in the classroom, but can be particularly effective with students with emotional disorders.

It is very important to not make assumptions about any family of a child with an emotional disorder. Many emotional disorders have an organic cause, and the parents of the child may well be loving and supportive in every way. However, some of these students have indeed been abused in some fashion in their young lives, and this too can be a cause of emotional or behavioral issues. Trust can be a very large issue for these children. Forming a relationship with these students that is built on empathy, trust, and mutual respect can often be the solution to many problem behaviors, and can have a lasting impact of the emotional development of the child.

Assistive Technology

Some modification in instruction will be necessary to allow a student with an emotional disorder to demonstrate mastery in a number of academic areas, and most especially in the area of writing. Word processing software can be an excellent supplementary aid for these students, allowing them to edit and revise their work as they produce it. These programs can strengthen spelling skills and writing cohesion simply by making the writing process easier overall. Of particular benefit are word processing programs that read the text as it is typed, providing an additional audio cue for the student.

Organizations

There are a number of excellent organizations that can help support classroom instruction for students with emotional and behavioral disabilities. The information presented in this module is intended as just a very brief description of emotional disorder and its impact on learning. Much more in-depth information and instructional strategies can be accessed through the following organizations:

American Academy of Child and Adolescent Psychiatry

The AACAP (American Academy of Child and Adolescent Psychiatry) is the leading national professional medical association dedicated to treating and improving the quality of life for children, adolescents, and families affected by these disorders. Composed of over 7,500 child and adolescent psychiatrists and other interested physicians, its members actively research, evaluate, diagnose, and treat psychiatric disorders and pride themselves on giving direction to and responding quickly to new developments in addressing the health care needs of children and their families.

Public Information Office
3615 Wisconsin Ave., NW
Washington, DC 20016-3007

Web: www.aacap.org

Center on Positive Behavioral Interventions and Supports

The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

5262 University of Oregon
Eugene, OR 97403-5262

Email: pbis@oregon.uregon.edu
Web: www.pbis.org

Center for Disability and Development

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

Council for Exceptional Children

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704

Federation of Families for Children's Mental Health

This organization is dedicated exclusively to helping children with mental health needs and their families achieve a better quality of life. They provide leadership to develop and sustain a nationwide network of family-run organizations; focus the passion and cultural diversity of our membership to be a potent force for changing how systems respond to children with mental health needs and their families; help policy-makers, agencies, and providers become more effective in delivering services and supports that foster healthy emotional development for all children.

1101 King Street, Suite 420
Alexandria, VA 22314

Email: ffcmh@ffcmh.org
Web: www.ffcmh.org

National Alliance for the Mentally Ill (NAMI)

NAMI is the National Alliance on Mental Illness, the nation's largest grassroots organization for people with mental illness and their families. NAMI is dedicated to the eradication of mental illnesses and to the improvement of the quality of life for persons of all ages who are affected by mental illnesses. NAMI members and friends work to fulfill our mission by providing support, education, and advocacy.

Colonial Place Three
2107 Wilson Boulevard, Suite 300
Arlington, VA 22203-3754

Web: www.nami.org

Mental Health America

Mental Health America is dedicated to helping ALL people live mentally healthier lives. They work to fulfill this mission by education the public about ways to preserve and strengthen mental health; advocating for access to effective care; fostering innovation in research, practice, services and policy; and providing support to individuals and families.

2001 N. Beauregard Street, 12th Floor
Alexandria, VA 22311

Web: www.nmha.org

National Mental Health Information Center

The National Mental Health Information Center was developed for users of mental health services and their families, the general public, policy makers, providers, and the media. They provide free information about mental health via a toll-free number, their website, and more than 600 publications.

P.O. Box 42557
Washington, DC 20015

Web: www.mentalhealth.org

References

Hunt, N., and Marshall, K. (2006). Exceptional children and youth. Boston, MA: Houghton Mifflin Company.

National Dissemination Center for Children with Disabilities (2004). Fact Sheet 5. Retrieved February 1, 2008 from www.nichcy.org/pubs/factshe/fs5txt.htm.

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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Students with emotional disorders typically have a hard time maintaining relationships, and these personal problems may lead to physical symptoms in time.

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Teachers should familiarize themselves with a student’s educational history by consulting with parents, school psychologists, diagnosticians, and previous educators.

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Students who are severely emotionally disturbed are often unlike any other group of children with disabilities. Since they look like typical children and have "hidden" impairments, many people do not understand the cause of their disability or the lack of control they have over it. These reasons may explain why students with emotional disabilities are one of the last populations to be included in general education. When these students do join inclusive classrooms, misunderstanding, lack of preparation, and behaviors such as tantrums, aggression, poor social skills, and defiance present challenges. Teachers, though, can experience success with students who have serious emotional disturbance and inclusion with staff support, consistent behavioral strategies, and classroom management techniques.

Inclusion of Students Who Are Severely Emotionally Disturbed

To successfully include children who are severely emotionally disturbed in general education, school personnel should have basic training about the nature and range of behavioral disorders. Workshops or seminars can be helpful in providing this training, which should include how to guide students in managing or changing their behavior. Teachers should also familiarize themselves with a student's educational history by consulting with parents, school psychologists, diagnosticians, and previous educators. Special education eligibility reports, functional behavioral assessments, behavioral IEPs, and behavior intervention plans should be reviewed, along with proposed instructional interventions and academic strengths and weaknesses.

In researching a student's background, teachers need to learn about triggers that may have prompted past inappropriate behaviors. A child's characteristic behaviors should be noted, too. Information as to the frequency of disruptive behaviors and past strategies in dealing with them should be provided by support staff. Since a teacher is legally obligated to implement any educational plan developed at an ARD meeting, any confusion regarding plans and the implementation of them should be clarified by those who developed the plan.

In creating an environment for students with serious emotional disturbance and inclusion, structure for self-discipline is a must. Teachers must create rules that are specific and that result in behaviors that are observable and measurable. Rules should be as few as possible and need to be displayed around the classroom so that students can access them frequently. Students who are severely emotionally disturbed require immediate consequences for negative behavior, so establish both positive and negative consequences with these rules. At the beginning of the school year, read and discuss the rules and the positive and negative consequences associated with them. Act out scenarios, too. Most importantly, implement the rules on a consistent basis.

Positive reinforcement motivates students with emotional disturbance and discourages negative behaviors. In fact, positive reinforcement can stop inappropriate behaviors, whereas constant reprimanding and prompting can actually help to maintain them. Educators should review the rules for receiving positive reinforcement, and consistently provide it as appropriate.

Since unstructured schedules and transitions between activities and classes cause stress for students who are severely emotionally disturbed, educators should take steps to reduce these stressors. Students should be seated in the front of the classroom and in the aisle so that teachers can support them easily. Sitting a student with good behavior next to students with emotional disabilities can additionally be beneficial. To reduce unstructured free time, teachers should establish classroom routines and provide students with the schedule. If teachers know of any changes in the schedule, students should be made aware of them before they happen. Students need cues for transitions throughout the day, too, and music or visual cues can signal transitions.

Academic, emotional and behavioral support is essential for both teachers and students with serious emotional disturbance and inclusion. Teachers should reach out and openly communicate questions and concerns about instructing students with behavioral disorders. Students need to feel supported to manage disruptive behavior and to succeed academically.

Source: Ogonosky, A. (n.d.). Emotionally disturbed students. Retrieved March 25, 2010, from www.atpe.org/resources/student&parentissues/emodisturb.asp

This post is part of the series: Inclusion and Disabilities

Find out about Inclusion strategies, methodologies, and benefits for using it in the classroom

1. Inclusion Teacher Duties and Responsibilities

2. Inclusion and High School: Students Left Behind in Educational Reform

3. Students Who Are Severely Emotionally Disturbed and Inclusion

4. Inclusion Strategies For Teaching the Hearing Impaired

5. Teaching Tips for Including Students with Severe and Multiple Disabilities

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Serious Emotional Disturbance and Inclusion: Information for Parents and Educators

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Students with emotional disabilities can be very difficult children to teach due to the challenging behaviors they exhibit. For a severely emotionally disturbed student and inclusion, general education teachers need information about the child's background and support from school personnel and parents.

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Assistive Technology Recommendations from NASET

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Assistive Technology Recommendations from NASET

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This is the holy grail of assistive technologies organized by the National Association of Special Education Teachers

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Text to speech software

Reminder Devices

Voice recognition software

Talk light

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Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically

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Spread the loveBehavioral disabilities can be challenging for educators because there seem to be very few aids available. The struggling students can be very disruptive to the classroom experience, making it hard for others to learn. As edtech begins to play a more prominent role in our school districts, teachers may want to consider that assistive technology could help.

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There were 710,000 students with autism served through IDEA in the 2017-18 school year. That's a whopping 1.4% of the total public school enrollment that year!