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Activity 1: Students with learning difficulties By Sarah Cotton, Interview...

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Activity 1: Students with learning difficulties By Sarah Cotton, Interview with Lisa Cotton, References Cotton, S. B., & Cotton, L. (2021, July 8). Students with learning difficulties. personal. Capek Tingley, S. (2021, February 23). When and How to Seek Help for Struggling Students. Hey Teach! https://www.wgu.edu/heyteach/article/when-and-how-seek-help-struggling-students1802.html. Mintz, S. (2019, December 16).

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Techniques for Supporting Positive Behavior

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Techniques for Supporting Positive Behavior

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Students with emotional and behavioral disorders often need to receive instruction in a special education setting because their behavior is too maladaptive for a general education classroom. Here are a few ideas to guide and support growth towards more positive, adaptive behavior:

Token Economy - Students earn points, or tokens, for every instance of positive behavior. This takes a fair amount of preparation and organization, but has proven to be quite effective.

Classroom Behavior Chart - A chart which visually plots the level of behavior of every student in the classroom.

Lottery System - Similar to the token economy, students who behave in positive ways are given a ticket with their name on it. These tickets are placed in a jar, and once or twice a week you draw one out.

Positive Peer Review - Students are asked to watch their peers, and identify positive behavior. Both the student who is behaving positively and the student who does the identifying are rewarded.

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Mindmap of struggling students including speech impairments

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Mindmap of struggling students including speech impairments

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Works Cited
Applebaum, M. (2008). How to Hand the Hard-to-Handle Student, K-5. Thousand Oaks, CA: Corwin Publishing.
Eitel, S., Tran, H. V., & Management Systems International (2017). Speech and language therapy assessment in Vietnam. The United States Agency for International Development (USAID): Vietnam Evaluation, Monitoring and Survey Services Project (VEMSS). Retrieved from pdf.usaid.gov/pdf_docs/PA00MJHP.pdf
Le, N.N. (2019). Comparing the Management of ADHD in the United States and Vietnam: A Cross-Cultural Exploration. Honors Thesis, Paper923. Retrieved July 07, 2021, from https://digitalcommons.colby.edu/honorstheses/923/
Nguyen, X. H., Villa, R. A., Le, V. T., Thousand, J. S., & Pham, M. M. (2020, January). Inclusion in Vietnam: More than a Quarter Century of Implementation. International Electornic Journal of Elementary Education, 12(3), 257-264. Retrieved from https://files.eric.ed.gov/fulltext/EJ1242479.pdf
Pham, G. T., Pruitt-Lord, S., Snow, C. E., Nguyen, Y. H., Pham, B., Dao, T. B., . . . Dam, Q. D. (2019, May 21). Identifying Developmental Language Disorder in Vietnamese Children. Journal of Speech, Language and Hearing Research, 62(5), 1452-1467. Retrieved from https://pubmed.ncbi.nlm.nih.gov/30995170/
Reilly, C., & Nguyen, C. K. (2004, July). Inclusive Education For Hearing-Impaired and Deaf Children in Vietnam. Hanoi, Vietnam. Retrieved July 08, 2021, from https://pdf.usaid.gov/pdf_docs/Pdact192.pdf
Tran, K.T., Le, V.S., Bui, H.T.P. et al. Genetic landscape of autism spectrum disorder in Vietnamese children. Sci Rep 10, 5034 (2020). https://doi.org/10.1038/s41598-020-61695-8
UNICEF. (2015). Readiness for Education of Children with Disabilities in Eight Provinces of Viet Nam. Ha Noi, Viet Nam. Retrieved July 07, 2021, from https://www.unicef.org/vietnam/media/1261/file
WebMD. (n.d.). Intellectual Disability. Retrieved July 08, 2021, from WebMD: https://www.webmd.com/parenting/baby/child-intellectual-disability#1-3

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Identifying and Helping Special Needs Students in Vietnam Elaine Cheung ...

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Identifying and Helping Special Needs Students in Vietnam Elaine Cheung Moreland University-Cohort 5 (June 2021) 127_Identifying-the-Main-Idea :, Works Cited Applebaum, M. (2008). How to Hand the Hard-to-Handle Student, K-5. Thousand Oaks, CA: Corwin Publishing. Eitel, S., Tran, H. V., & Management Systems International (2017). Speech and language therapy assessment in Vietnam.

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Accommodations for students with written expression disorder

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Accommodations for students with written expression disorder

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Graphic organizers help students with WED visualize the structure of an assignment.

Sentence starters can have a similar effect in giving students a starting point.

Word prediction software can allow students to create natural sounding sentences.

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Communication Accommodations to Help Students With Hearing Loss Better Understand:

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Communication Accommodations to Help Students With Hearing Loss Better Understand:

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___Specialized seating arrangements

___Obtain student’s attention prior to speaking

___Reduce auditory distractions (background noise)

___Reduce visual distractions
___Enhance speech reading conditions (avoid hands in front of the face, mustaches well-trimmed, no gum chewing)

___Present information in a simple structured, sequential manner

___Clearly enunciate speech

___Allow extra time for processing information

___Repeat or rephrase information when necessary

___Frequently check for understanding

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Supporting Success For Children With Hearing Loss | Helping YOU Help Kids Who are Deaf or Hard of Hearing Succeed

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My daughter

took the PSAT one year without accommodations, and then the following year with accommodations. Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth.

Mom of a successful high schooler with hearing loss.
High stakes tests for higher education entry have their own set of guidelines:

ACT -
https://www.act.org/content/act/en/products-and-services/the-act-educator/the-act-test/accommodations.html

SAT -
http://sat.collegeboard.com/register/for-students-with-disabilities

AP -
http://www.ets.org/disabilities
Sample Statement Justifying Extra Time for Test Taking: Many students with hearing loss will need extra time to complete examinations. Hearing loss effects an individual's ability to process information, including written information, at the same speed as peers without hearing loss. This is unrelated to the individual's cognitive ability. Slower processing of information will occur even if the student is 'trying his best' and impacts the effort required, and fatigue resulting from, test-taking. It will often take a student with hearing loss longer to read the text and take longer for them to pull the information from memory. Extra time typically varies from 25-50% more time allowed. More time may be needed if there is sufficient evidence of necessity.
The amount of extra time requested for test-taking should not be based on guesswork or supposition. It needs to be based on evidence of the individual's known optimal performance based on data from mock examinations. For example, a student may be able to access test information more efficiently (similar to hearing students) when the test items are read to them, rather than when they are required to read the items. This may also be true for students who are fluent in sign language or other forms of visual communication
. There may be some examinations which have, as a goal, the determination of how well a student is able to perform within a set time period. While this is valuable for comparison of the student's ability to work within time constraints as compared to typically hearing peers, it is not a representation of their actual ability to complete items when appropriately accommodated for test-taking limitations secondary to hearing loss.
Exam Accommodations
Typical suggestions for assessment accommodations are:

a. Writing tests/exams in a quiet room.

b. Provision of more time for the writing of exams.

c. Requesting a live voice (reader) instead of a digitally or computer generated voice or CD-rom/MP3 format.

Live Voice Reader: It is critical that students with hearing loss NOT be assessed using recorded speech (CD, MP3, etc). The rationale behind this accommodation is that students with hearing loss:

a. Use speech reading to support what they hear.

b. Use intonation/inflections of speech to enhance speech understanding.

c. Require a slower rate of speech which cannot be adjusted on CD.

d. may require repetition to ensure equal access.
Listening Effort and Recorded Speech
The listening effort required of students who are hard of hearing is
substantially greater than their peers often resulting in reduced retention, fatigue and attention challenges. When hard of hearing students have to listen to recorded speech they are at an even greater disadvantage because they lose visual cues, vocal intonation/inflection as well as opportunities for repetition. Additionally, the way speech is recorded is not optimal for students listening with hearing loss. All of these factors create gaps that need to be "filled in" by the hard of hearing student which in turn increases the required listening effort relative to their peers. In addition, they need to achieve this through a damaged cochlea. Sound exhausting? It is and your hard of hearing student has to do this while still engaging in the retrieval of information, the processing of complex questioning as well as the stress of test-taking. Listening with a hearing loss while simultaneously listening to recorded speech would present
significant challenges to young learners.

Source of Exam Accommodations and paragraph on listening effort is credited to Krista Yuskow.

Accommodations for Students with Hearing Loss

This information is provided as a list of accommodations and classroom modifications for the IEP or 504 Plan team to consider as they discuss what is needed to provide maximal access to the general curriculum and meet the learning needs of the student with hearing loss.

This is not an exhaustive list. Students will vary in terms which of these items are necessary and appropriate to support school progress commensurate with the student's abilities. Educational settings vary in the extent to which they provide accommodations and modifications to students with hearing loss.

It is important for the IEP or 504 planning team to include a professional with expertise in the educational needs of students with hearing loss so that the unique access and learning needs of the student with hearing loss are understood and can be appropriately accommodated. Printable handout of this information

Accommodations to Consider to Address the Access and Learning Needs of Students with Hearing Loss
Amplification Options:
___Personal FM system (hearing aid + FM)

___FM system/auditory trainer (without personal hearing aid)

___Walkman-style FM system

___Sound-field FM system
Assistive Devices:
___TDD

___TV captioned
Communication Accommodations:
___Specialized seating arrangements

___Obtain student's attention prior to speaking

___Reduce auditory distractions (background noise)

___Enhance speech reading conditions (avoid hands in front of face, mustaches well-trimmed, no gum chewing)

___Present information in simple structured, sequential manner

___Clearly enunciate speech

___Allow extra time for processing information

___Repeat or rephrase information when necessary

___Frequently check for understanding
Physical Environment Accommodations:
___Noise reduction (carpet & other sound absorption materials)

___Specialized lighting

___Room design modifications

___Flashing fire alarm
Instructional Accommodations:
___Use of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines)

___Captioning or scripts for announcements, television, videos, or movies

___ Speech-to-text translation captioning (i.e., computer on desk)

___Educational interpreter (ASL, signed English, cued speech, oral)

___Buddy system for notes, extra explanations/directions

___Check for understanding of information

___Down time / break from listening

___Extra time to complete assignments

___Step-by-step directions

___Note taker
Curricular Modifications:
___Modify reading assignments (shorten length, adapt or eliminate phonics assignments)

___Modify written assignments (shorten length, adjust evaluation criteria)

___Provide supplemental materials to reinforce concepts

___Provide extra practice

___Alternative curriculum
Evaluation Modifications:
___Reduce quantity of tests or test items

___Use alternative tests

___Provide reading assistance with tests

___Allow extra time
Other Considerations:
___Supplemental instruction (speech, language, pragmatic skills, auditory, speech reading
skills)

___Sign language instruction

___Transition / Vocational services

___Family support

___Deaf/Hard of Hearing role models

___Recreational/Social opportunities

___Financial assistance

___Monitor progress periodically by a specialist in Deaf/Hard of Hearing
Reference:
Source: Johnson, Benson, & Seaton. (1997).Educational Audiology Handbook. Appendix 11-A, p.448. Singular publishing Group, Inc.

Minor adaptations by Karen L. Anderson, PhD

Posted August, 2012

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Supporting Success For Children With Hearing Loss | Accommodations for Students with Hearing Loss

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My daughter took the PSAT one year without accommodations, and then the following year with accommodations. Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth. Mom of a successful high schooler with hearing loss.

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Teach Students With Hearing Loss Strategies

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Teach Students With Hearing Loss Strategies

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To teach learning strategies, establish classroom turn-taking routines that ensure students are aware who has been selected to share; also, provide sufficient time for the class to look at the selected student, before he or she responds.

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Accommodations for Students with Hearing Loss

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Accommodations for Students with Hearing Loss

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If the student can't hear then one way to increase their knowledge is through reading.

'To promote vocabulary development, provide enjoyment: Identify students’ areas of topical interest and then collect a diverse array of reading materials on those topics.'

https://www.unapeda.asso.fr/IMG/pdf/TECHelpingDHH-2.pdf

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Educators or other professionals may find it difficult to determine whether a child’s learning difficulties are caused by his learning disabilities or visual impairments. It is often difficult to separate one from another.

For this reason, anyone who evaluates your child to determine whether they have a learning disability is choosing the materials for the evaluation, modifying the testing environment so that your child can complete the evaluation, and interpreting the information collected.

If it is determined that your child has a serious learning disability, a team of experts will need to work with other members of your child’s education team to design the teaching to help your child in the area of ​​learning difficulty.

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Assistive devices are more useful and with the help of these devices “desired sound is sent to the listener’s ears directly with improved signals to background noise ratio and reduce effects of poor room acoustics and diffused sounds”

https://files.eric.ed.gov/fulltext/EJ1210345.pdf

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Children with learning disabilities are the largest group of children receiving special education services in the United States.

Although cognitive or intellectual disabilities can affect children’s overall learning ability, children with learning disabilities usually have average or above-average intelligence.

However, learning disabilities can affect a child's ability to read, write, spell, or understand mathematical concepts.

Many children with learning disabilities perform at or near grade level in certain school subjects, but perform poorly in other subjects.

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A low-frequency hearing loss is a hearing loss where you cannot hear sounds that occur in the lower end of the frequencies, which are typically frequencies of 2,000 Hz or lower. These frequencies are also called the deeper or low-pitched sounds.

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What is a low-frequency hearing loss? A low-frequency hearing loss is a hearing loss where you cannot hear sounds that occur in the lower end of the frequencies, which are typically frequencies of 2,000 Hz or lower. These frequencies are also called the deeper or low-pitched sounds.

Symptoms of low-frequency hearing loss

It can be difficult to identify a low-frequency hearing loss. People with a low-frequency hearing loss are often still able to understand normal speech and to take part in conversations.

However, a symptom can be difficulties hearing conversation within groups of people or problems hearing well in noisy environments and in places with background noise. Another symptom can be that it is difficult to hear the bass sounds when listening to music.

Causes of low-frequency hearing loss

Causes of low-frequency hearing loss can be age, noise, diseases or infections. It may also be caused by genetic factors. A low-frequency hearing loss is typically a sensorineural hearing loss, which is a hearing loss normally caused by damage to the hair cells in the inner ear that receive the sounds and convert them to signals that are transmitted to the brain by the auditory nerves.

Treatment of low-frequency hearing loss

A low-frequency hearing loss can be identified with a hearing test. If you think that you have a low-frequency hearing loss, you should contact your family doctor or a hearing care professional.

Read more: What is a cookie bite hearing loss? What is a ski-slope hearing loss?

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Low-frequency hearing loss - See symptoms, causes & treatment - hear-it.org

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What is a low-frequency hearing loss? A low-frequency hearing loss is a hearing loss where you cannot hear sounds that occur in the lower end of the frequencies, which are typically frequencies of 2,000 Hz or lower. These frequencies are also called the deeper or low-pitched sounds.

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Classroom Tools for Visually Impaired Students

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Classroom Tools for Visually Impaired Students

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Classroom Tools for Visually Impaired Students

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How to Help Children with Intellectual DisabilitIES Achieve their True Potential

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How to Help Children with Intellectual DisabilitIES Achieve their True Potential

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Karen O'Conner's thoughts

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Intro to Series 7: How to Help Children with an Intellectual Disability Achieve their True Potential

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High-Tech Assistive Technologies for Visually Impaired

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High-Tech Assistive Technologies for Visually Impaired

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Braille Sense Writers
-  Provides independence for students with reading and writing.

iPads/Tablets
- Multifunctional
-Text-to-speech
-Text and image manipulation

Color Detector

-  Giving students the ability to identify color independently.

Talking Watch:
-  Empowering students with the skill of unassisted time management.

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Benefits of Computer- assisted Instruction

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Benefits of Computer- assisted Instruction

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provides students with dynamic feedback

helps students practice spelling and multiplication drills

students need to be taught how to use technology to support their learning

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Low-Tech Assistive Technologies for Visually Impaired

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Low-Tech Assistive Technologies for Visually Impaired

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Magnifiers:
-  Helpful for student with low vision, when reading
Tactile Teaching Materials:
- Human digestive system
- Braille cube
- Large models
Large Print Materials
- Flash Cards
-Playing Cards
-Posters

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Examples of Assistive Technology (Low Tech)

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Examples of Assistive Technology (Low Tech)

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Graphic organizers
- Useful for helping students with learning disabilities to organize their thoughts.

Wheelchairs
- Allows improved mobility for students with movement disabilities.

Specialized desks/beds
- Allows students to be comfortable at school.

Fidget Toys
- Fidget toys can help students with ADHD or similar impairments maintain their focus.

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Accommodations for students with dyscalculia

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Accommodations for students with dyscalculia

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Active modeling. Using prop money or other tangible manipulatives.

One-on-one instruction.

Cover up clocks. Awareness of time constraints adds stress and further impairs functioning.

Use color-coding as much as possible to add another element of recognition to numbers.

Check answers aloud to allow the student to monitor their own answers.

Allow the use of calculators on exams where they are otherwise prohibited.

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Talking calculators read aloud each number, symbol, or operation key the student presses.

Equation solving tools walk students through the steps of an equation

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Best Tools CATEGORIES Keys to Learning Math in Spite of Math Learning Difficulties | Math Illustrated & Explained | Dyscalculia Remediation Programs | Math Accessibility Aids | Algebra for Dyscalculics | Low-risk Algebra Classes | Creative Tools for Lessons & Demonstrations | Math

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Assistive Technology for Children with Disabilities

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Assistive Technology for Children with Disabilities

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Ranges from low- to high-tech

Used in two ways: to support learning and to bypass a challenging task such as handwriting

Needs to be embedded within quality instruction

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Add to favorites
Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

References

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Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

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Assistive Technology for Students with Learning Disabilities

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

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communicating with others

taking care of personal needs

health and safety

home living

social skills

reading, writing, and basic math

skills that will help in workplace

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español
Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition. In fact, IDEA requires it.
Quick-Jump Index
A Quick Summary of Transition

Transition services are intended to prepare students to move from the world of school to the world of adulthood.

Transition planning begins during high school at the latest.

IDEA requires that transition planning start by the time the student reaches age 16.

Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so.

Transition planning takes place as part of developing the student's Individualized Education Program (IEP).

The IEP team (which includes the student and the parents) develops the transition plan.

The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered.

In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.

Transition services must be a coordinated set of activities oriented toward producing results.

Transition services are based on the student's needs and must take into account his or her preferences and interests.

Not enough detail? We can fix that! Keep reading...

IDEA's Definition of Transition Services

Any discussion of transition services must begin with its definition in law. IDEA's definition of transition services appears at §300.43. It's rather long but see it in its entirety first, and then we'll discuss it in parts.
§300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

Considering the Definition

A number of key words in the definition above capture important concepts about transition services:

Activities need to be coordinated with each other.

The process focuses on results.

Activities must address the child's academic and functional achievement.

Activities are intended to smooth the young person's movement into the post-school world.

You can also see that the definition mentions the domains of independent and adult living. The community.... employment.... adult services... daily living skills... vocational... postsecondary education. This clearly acknowledges that adulthood involves a wide range of skills areas and activities. It also makes clear that preparing a child with a disability to perform functionally across this spectrum of areas and activities may involve considerable planning, attention, and focused, coordinated services.

Note that word-coordinated. We italicised it above because it's very important. Transition activities should not be haphazard or scattershot. Services are to be planned as in sync with one another in order to drive toward a result.

What result might that be? From a federal perspective, the result being sought can be found in the very first finding of Congress in IDEA, which refers to "our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities." [20 U.S.C. 1400(c)(1)] Preparing children with disabilities to "lead productive and independent adult lives, to the maximum extent possible" is one of IDEA's stated objectives. [20 U.S.C. 1400(c)(5)(A)(ii)]

Students at the Heart of Planning Their Transition

For the students themselves, transition activities are personally defined. This means that the postsecondary goals that are developed for a student must take into account his or her interests, preferences, needs, and strengths. To make sure of this, the school:

must invite the youth with a disability to attend IEP team meeting "if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b)," and

"must take other steps to ensure that the child's preferences and interests are considered" if the child is not able to attend [§300.321(b)].

As you keep reading below, keep the importance of student involvement in mind, because there are many excellent materials and guides available to help students become involved in their own transition planning...and many good reasons to do so. To connect with that info:

When Must Transition Services Be Included in the IEP?

What's not apparent in IDEA's definition of transition services but nonetheless critical to mention is the timing of transition-related planning and services: When must transition planning begin?

The answer lies in a different provision related to the content of the IEP. From §300.320(b):

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

So, the IEP must include transition goals by the time the student is 16. That age frame, though, is not cast in concrete. Note that, in keeping with the individualized nature of the IEP, the IEP team has the authority to begin transition-related considerations earlier in a student's life, if team members (which include the parent and the student with a disability) think it is appropriate, given the student's needs and preferences.

A Closer Look at What to Include in the IEP

Breaking the provisions at §300.320(b) into their component parts is a useful way to see what needs to be included, transition-wise, in the student's IEP. This is also where the rubber meets the road, so to speak, because what's included in the IEP must:

state the student's postsecondary goals (what he or she hopes to achieve after leaving high school);

be broken down into IEP goals that represent the steps along the way that the student needs to take while still in high school to get ready for achieving the postsecondary goals after high school; and

detail the transition services that the student will receive to support his or her achieving the IEP goals.

Writing goal statements can be a challenging business, because it's not always obvious what needs to be included in a goal statement. Goal-writing is a topic worthy of an entire discussion on its own. To shed light on how to write transition-related goals statements--both postsecondary goals and the corresponding IEP goals--we prepared just such a page.

To connect with info and examples on writing transition goal statements:

The Domains of Adulthood to Consider

The definition of transition services mentions specific domains of adulthood to be addressed during transition planning. To recap, these are:

postsecondary education,

vocational education,

integrated employment (including supported employment),

continuing and adult education,

adult services,

independent living, or

community participation.

These are the areas to be explored by the IEP team to determine what types of transition-related support and services a student with a disability needs. It's easy to see how planning ahead in each of these areas, and developing goal statements and corresponding services for the student, can greatly assist that student in preparing for life after high school.

Need more info about any one or all of these domains?

Try our separate pages on:

Types of Activities to Consider

Remember that IDEA's definition of transition services states that these are a "coordinated set of activities" designed within a results-oriented process? Specific activities are also mentioned, which gives the IEP team insight into the range of activities to be considered in each of the domains above:

Instruction;

Related services;

Community experiences;

The development of employment and other post-school adult living objectives; and

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. [§300.43(a)(2)]

Confused by all these lists? Putting them together, what we have is this: The IEP team must discuss and decide whether the student needs transition services and activities (e.g., instruction, related services, community experiences, etc.) to prepare for the different domains of adulthood (postsecondary education, vocational education, employment, adult services, independent living, etc.) That's a lot of ground to cover!

But it's essential ground, if the student's transition to the adult world is to be facilitated. A spectrum of adult activities is evident here, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings.

Resources of More Information

Transition is a huge topic. Its treatment here is necessarily brief, given all that can be said on the subject. Perhaps it would be most useful now to connect you with the "transition experts"-the organizations and centers that focus with great purpose on transition planning for students with disabilities. You'll find those experts identified throughout the transition pages listed below.

Where would you like to go next-employment connections, education/training connections, independent living? Pick your path below!

Transition "Starters" for Everyone
Start with these beginning links to transition resources, divided into resources for general audiences, for parents, for professionals, and for students.

Transition Goals in the IEP
What kind of information might you include in a student's IEP as part of transition planning? Here's a closer look at writing transition-related IEP goals.

Students Get Involved!
Very important! Come here if you're looking for resources about involving students in transition planning, person-centered planning tools, or materials and connections made just for students themselves.

Adult Services: What Are They? Where Are They?
Representatives of outside agencies may be invited to the IEP transition-planning table. Read about four of the primary agencies in adult services: Vocational Rehabilitation, the Social Security Administration, state-level agencies, and independent living centers. And, of course, there's an "other" category-other players and groups you may want to involve, too.

Potential Consultants to the Transition Team
In addition to the main players at the transition planning table, have you thought about inviting any of these potential consultants to join the discussion?

Education/Training Connections
Learn more about postsecondary education options such as college, trade schools, adult or continuing education, and vocational education. Connect with resources and helpful organizations.

Employment Connections
What about work? What about preparing for a career? What career? Who can help? Find out here.

Independent Living Connections
Independent living involves so very much--making choices about how and where we live in the community. It involves everything from setting an alarm clock to getting out of bed, to self-care, to getting to work and back home again, to what to eat for dinner. Lots to think about and get ready for!

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition.

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Useful process for identifying disabilities

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Useful process for identifying disabilities

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My Ideal Plan of Action for Struggling Students By Phillip Godfrey ...

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My Ideal Plan of Action for Struggling Students By Phillip Godfrey ...: My Ideal Plan of Action for Struggling Students By Phillip Godfrey :silhouette:, Helpful Strategies :bulb:, Task 2: (Evaluation: With consent of parents, student is evaluated to discover any needs. , ),

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Students who learn and think differently may struggle with self-regulation . When it comes to writing, self-regulation allows students to manage tasks and monitor progress (also called self-monitoring ), among other key skills.

There are many ways you can use strategy instruction to help students improve writing skills. Below are six strategies at the core of an evidence-based teaching approach called self-regulated strategy development (SRSD). These SRSD strategies can be challenging for students to learn. So it's best to have them try one strategy at a time.

Strategy #1: Task analysis

When students start a writing assignment, they often jump in without clearly understanding what they're supposed to do. For example, students might write several pages of a book report before realizing they were supposed to write an opinion piece about the main character. This can lead to frustration and loss of class time.

How to teach this strategy: Ask students at the outset what the writing task is. Have them read or listen to the instructions aloud and then explain the assignment in their own words. During this process, you and your students may want to highlight or underline key parts of the writing task together.

Strategy #2: Goal setting

Even when students understand an assignment, they may start writing without an end goal in mind. They might be so focused on finishing the task that they don't think about its purpose. This can lead to a lot of dead ends. Without clearly stated goals, it's also difficult for kids to improve their skills over time.

How to teach this strategy: Explain to students that having clear goals can make the assignment easier and improve writing.

Try setting three goals together. One goal may be to write a certain number of words for the assignment. Another goal could be to improve the organization of their writing by using graphic organizers . If a student is writing a story, a challenging writing goal may be to show the emotions of characters through dialogue, rather than just through description.

Strategy #3: Task management

It's common for students to get sidetracked during a writing assignment. They may not have set aside enough time to tackle the assignment. Or they may have put off starting the assignment until 10 minutes before the period ends.

How to teach this strategy: Make a clear plan with students about how to get the actual writing done. A simple way to start is to ask students how long they think the assignment will take. Agree on a time and work in a plan of when to take a break. Talk about how to manage distractions, like how to address interruptions from other students.

Strategy #4: Self-evaluation

An important part of writing is looking over what you've written to decide if you need to make changes. Skilled writers do this continuously as they write. Struggling writers benefit from explicit instruction about how to self-evaluate their writing.

How to teach this strategy: Model when to stop and evaluate writing. For instance, skilled writers often re-read each paragraph as they finish it. Give students specific questions to ask themselves about each paragraph: Does it include all the ideas that were laid out in the graphic organizer? Does it address what the assignment calls for? If not, what changes are needed?

Over time, self-evaluation can become a habit with repeated opportunities for practice and feedback.

Strategy #5: Self-reinforcement

Not surprisingly, students who struggle with writing often dislike the writing process. They may feel uncomfortable about their writing skills. If they make a spelling mistake, for example, they may obsess about it. These negative thoughts can overwhelm students and make the assignment painful to complete.

How to teach this strategy: Use effort-based and behavior-specific praise when students hit milestones during the writing process. For example, when students finish a paragraph, praise them for their hard work and focus. Or when a student is able to keep to the timing of the task, offer praise like, "Nice work keeping track of how much time you had left."

Another key writing strategy happens after an assignment has been completed: pausing to reflect on how the assignment went. Did students achieve the goals you set together? Which strategies worked? Which ones didn't, and why? Reflection is key to helping them improve writing skills.

How to teach this strategy: Set aside time after the writing assignment is done to talk with students about how it went. Ask if students hit any roadblocks, like distractions or negative thoughts. Brainstorm what you could change next time to make the process smoother.

Go over the strategies students used and talk about whether they worked. For example, if a student tried goal setting, ask about whether the goals were met. If the student used a planning strategy, talk through how the plan worked out.

Keep in mind that writing is one of the hardest skills for students to learn. Teaching self-regulation in writing can help students take a big step toward becoming better writers - but it may take some time to see improvement.

About the Author

About the Author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Charles A. MacArthur, PhD is a professor of special education. He researches writing instruction, self-regulated strategies, and assistive technology.

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6 strategies to teach students self-regulation in writing

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Students who learn and think differently may struggle with self-regulation . When it comes to writing, self-regulation allows students to manage tasks and monitor progress (also called self-monitoring ), among other key skills. There are many ways you can use strategy instruction to help students improve writing skills.

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School staff will work with the child’s parents to develop an Individualized Education Program, or IEP

Get in touch with your local public school system

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Depends on:

The ability of a person’s brain to learn, think, solve problems, and make sense of the world (called IQ or intellectual functioning)

Whether the person has skills needed to live independently (called adaptive behavior, or adaptive functioning)

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A Look Inside a Multiple Disabilities Program

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A Look Inside a Multiple Disabilities Program

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A look inside the LCS Multiple Disabilities Program

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How to Teach A Blind or Visually Impaired Student 

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How to Teach A Blind or Visually Impaired Student 

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💕 How to Teach a Blind or Visually Impaired Student || Special Education

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Examples of Assistive Technology (High Tech)

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Examples of Assistive Technology (High Tech)

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Text-to-speech tools
-  Useful for students with a learning disability, or any physical disabilities that affect their ability to read.

Assistive Listening Systems
-  Designed to help students who are deaf or hard of hearing.

Sip-and-Puff Systems

-  These systems allow students to control a computer or mobile object using movements in their mouth.

Proofreading Software
-  An enhanced version of normal processing technology that is useful for students with dyslexia or other similar impairments.

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Due to the nature of multiple disabilities, there is an inherent variance in the assistive technologies that will be helpful for each student, dependent upon the disabilities they are suffering from. The following are some assistive tools that may assist students in various areas.

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Many of the students considered to have multiple disabilities do have some level of cognitive impairment, but the specific diagnosis of this impairment can often be ambiguous or undetermined. The ability levels of these students can vary widely, from functional academics to basic life skills. However, most of these students are still quite capable of learning at their own level when provided the appropriate materials, teaching strategies, and assistive technologies.

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Helpful Tips before Professional Evaluation and IEP can be Implemented

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Helpful Tips before Professional Evaluation and IEP can be Implemented

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1. Always use names before addressing student.
2. Always verbalize instructions and what you are writing. Avoid just relying on gestures and non-verbal cues.
3. Ask "Can you find it?" instead of "Can you see it?"
4. Optimal seating for the students field of view.
7. Using contrasting colors wherever possible.
8. Encourage "follow the leader" when moving around the school, to help give independence.

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6. Visual Impairment, including Blindness

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6. Visual Impairment, including Blindness

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HIGH INCIDENCE
19% of students ages 3-21

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Multiple disabilities means that the individual is affected by simultaneous impairments (such as intellectual disability-blindness, intellectual disability-hearing impairment, etc.). The term itself is general and broad, and does not define the following important factors:

-          How many disabilities the individual has.

-          Which disabilities the individual has.

-          The severity of the individual’s disabilities.

For a student to be considered to have multiple disabilities, the combination of their disabilities needs to result in extensive educational needs that cannot be addressed by a special education program designed solely for one of the impairments. The term does not encompass the combination of deaf-blindness.

The cause of Multiple Disabilities is largely unknown, however, many cases are linked to genetic conditions and birth complications.

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For students with dyslexia or written expression disorder, text-to-speech and speech-to-text software can be  helpful.

For students with written expression disorder, they can use their speaking voice to "write" rather than write with incorrect grammar, inaccurate language, or sentences without clear meaning. This means they can complete assignments within the curriculum.

For students with dyslexia, they can hear text, enabling them to comprehend much more information than reading alone.

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"The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia."

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Academy of Orton-Gillingham Practitioners and Educators

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The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. It is most properly understood and practiced as an approach, not a method, program, or system.

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"Dyscalculia is defined as a failure to achieve in mathematics commensurate with age, normal intelligence, and adequate instruction.
It is marked by difficulties with:

visualization

visual-spatial perception

counting

pattern recognition

directional confusion

quantitative processing speed

perception of time

Outside of the classroom, people with dyscalculia may have difficulties

handling money

remembering basic math skills

learning left and right

directionality

time awareness

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Contact Email 1+ (313) 300-1901 Is it a Learning Disability? Dyscalculia Checklist Learning Disabilities Checklist Expert Diagnosis Learning Disabilities Hub

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Written Expression Disorder is difficulties with communicating ideas in writing.

A student with written expression disorder  may write with:
- repetitive language
- words with inaccurate or incorrect meaning
- sentences with incorrect grammar despite spoken fluency
- sentences without clear meaning
- missing details and disorganized writing

Behaviorally, a student may:
-make excuses not to write
-finish their work quickly and carelessly
-complain about not knowing where to begin
-refuse to write at all.

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Written expression disorder is a learning disability in writing. People who have it struggle to put their ideas into writing. They also make frequent mistakes in grammar and punctuation.

There aren't any comprehensive commercially available teaching programs for writing difficulties. But there are strategies and techniques that can help people manage the challenges and improve their skills.

People can be evaluated for writing disabilities at any age. Kids can get an evaluation at school for free. Adults typically have them done privately. The tests are different for kids and adults.

Written expression disorder impacts learning. And it can make certain tasks at work challenging. But it's important to know that people with learning disabilities are just as smart as other people.

Trouble with written expression is an issue with language, like dyslexia is. But it doesn't necessarily impact how well people express themselves when speaking. People with written expression disorder might tell you a great story that's well organized and detailed. But when they try to write it out, that's when they run into trouble.

Words that are misused or that have the wrong meaning

The same words used over and over

Basic grammar mistakes, like missing verbs or incorrect noun-verb agreement

Sentences that don't make sense

Disorganized essays and papers

Written work that seems incomplete

Missing facts and details

Slow writing and typing

There are behavioral signs, too. These include:

Making excuses and avoiding writing assignments

Complaining about not being able to think of what to write or not knowing where to start

Sitting for a long time at a desk without writing

Finishing a writing task quickly without giving it much thought

Certain professionals do private evaluations, which can be very expensive. In some cases, there are ways to get private evaluations for free or at a low cost. Universities with programs in psychology or in communication sciences and disorders often have clinics where students do their training.

Teaching hospitals may have research projects where people can get evaluations for free. Learning Disabilities Association of America (LDA) has local chapters in every state. They may be able to help with finding free or low-cost options.

There are a few types of professionals who do evaluations. These include school psychologists, clinical psychologists, speech-language pathologists, and neuropsychologists.

Getting a diagnosis (schools call it an identification) can lead to extra help at school. Some kids may also get specialized instruction. A diagnosis can also lead to accommodations at college and at work.

About the Author

About the Author

Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Gary A. Troia, PhD is an expert in phonological processing, writing instruction, and professional development in literacy.

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Written expression disorder is a learning disability in writing. People who have it struggle to put their ideas into writing. They also make frequent mistakes in grammar and punctuation. There aren't any comprehensive commercially available teaching programs for writing difficulties. But there are strategies and techniques that can help people manage the challenges and improve their skills.

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People with dyslexia have trouble with phonological awareness and processing, thus making it difficult to read and write.

A student may read letters incorrectly and have trouble identifying sounds.

Dyslexia does not affect a person's intelligence, but affects reading comprehension and causes difficulty in school.

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According to the Churchill Center & School, a national leader in learning disabilities, a Specific Learning Disability can be defined as a "disorder that interferes with a student’s ability to listen, think, speak, write, spell, or do mathematical calculations. Students with a specific learning disability may struggle with reading, writing, or math."

Examples of SLDs
Specific Learning Disability is an umbrella term, and testing can show that a student has a disorder in one or multiple subject areas.

Some of the most common SLDs include:
-Dyslexia, a disorder affecting a student's ability to read
-Written Expression Disorder, a disorder affecting a student's ability to write
-Dyscalculia, a disorder affecting a student's ability to do mathematics

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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

Shop through AmazonSmile and Amazon will donate 0.5% of your purchase to Churchill.

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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These assistive technology devices focus on helping the student participate in educational activities:

canes

crutches

wheelchairs

specialized beds

specialized chairs, desks, and tables

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These assistive technology devices focus on aiding the student to access the educational material:

speech recognition software

screen reading software

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

academic software packages for students with disabilities

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These assistive technology devices help students with memory and organization difficulties:

calendar boards

schedule organizers

voice organizers

medication reminders

Smartphones

specialized watches

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Because TBI is often not differentiated, many of the assistive technology devices are often used with other conditions as well. Both the low tech and high tech assistive technology devices focuses on taking away confusing distractions or structures that allow the student to focus solely on the content of the material they are trying to learn.

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Children with TBI often present with symptoms similarly to children with other special education conditions that are born with their conditions. TBI is different, and should be treated so, because the children can often times remember how they were before the brain injury, which can result in additional emotional and psychological problems that children born with their condition do not have. For these reasons, TBI needs to have its own classifications and resources to best fit the needs of these specific students.

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Multi-sensory Integrated Technology Programs offer complete sensory cues, prompts, and lessons for social and emotional engagement. Scientifically designed to improve the communication between the heart and brain through the nervous system. http://thinkingmoves.com/

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The Talklight - its light flashes according to noise in the room. Helps teach self-monitoring of noise levels and positive reinforcements. http://www.talklight.ws/index-3.html#Cafeteria

Music Players - iPods, mp3 players, and other devices can be used in the classroom to play music and sounds to promote focus and calm.

Reminder Devices - simple vibrations or other observable signals remind a student of their focus behavior http://issuu.com/motivaider/docs/helpkidschange?e=2932338/2596567

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Asses with care the actual situation of the student by utilizing this MIND MAP

Make learning relevant

Help students establish positive peer relationships

Teach behavior management skills

Identify and deal with depression

Help students deal with stress

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Behavior Charts allow students to visually track behavior changes and positive outcomes
(Henley & Long, 2003)
http://latitudes.org/behavior-charts/

Vision Boards allow students to visually keep track of goals and reminders for appropriate behavior.

Point/Incentive Sheets allow students to keep track of positive reinforcements and can be a great motivational tool.

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"How to identify struggling students in the classroom",...

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"How to identify struggling students in the classroom", Intervention (School Counselor, School Psychologist, Parents, School Administrator, Teacher(s) with expertise in a specialized area, ICP (Individual Curriculum Plan) or 504, If the answer is "yes" to any of the observations and questions, proceed to intervention.), Solutions :smiley: (Weekly meetings with a School Counselor, Installation of Special Programs and Rooms, Continued communication with parents, Technologies and Tutoring, Test evaluations, progress reports, and behavioral assessments conducted by a School Psychologist, ICP, 504), References, Struggling Students Teaching Strategies (2016, February 17).

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According to the National Association of Special Education Teachers (NASET)..

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According to the National Association of Special Education Teachers (NASET)..

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" Typically, children with autism process visual information easier than auditory information. Any time we use assistive technology devices with these children, we're giving them information through their strongest processing area (visual). Therefore various types of technology from "low" tech to "high" tech, should be incorporated into every aspect of daily living in order to improve the functional capabilities of children with autism. "

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Many children with autism do no communicate the same way as their peers. High-tech speech-generating devices (SGDs) use electronic systems to translate a child’s choice of images and symbols, representing words and ideas, into electronically spoken communication that others can easily understand. A typical SGD allows a child to select an image on a tablet or computer touch screen. Then the tablet or computer produces the corresponding spoken words via either recorded audio or synthetically generated speech.

SGDs have been shown to increase the communication abilities of even nonverbal children with ASD. Greater communication ability is also linked to improving behavior issues and improving life-long achievement.

An example of a non-verbal student with ASD using a SGD:
https://www.youtube.com/watch?v=BPo1H1eMU9k

For a more complete list of low, mid, and high tech assistive technologies, check out this article by NASET:

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1. Overall understanding of their environment
2. Expressive communication skills
3. Social interaction skills  Attention skills
4. Motivation skills
5. Organization skills
6. Academic skills
7. Self help skills
8. Overall independent daily functioning skills

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Low-tech accommodations in the classroom

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Low-tech accommodations in the classroom

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clearly established and ordered routines, warning and preparation when changes are anticipated

planning and practicing of communication strategies and social routines

earplugs or noise-canceling headsets in hallways or lunchroom

a quiet area where the student can take a time-out if necessary

visual schedules (example below) and graphic organizers

visual or written, rather than auditory, instructions

note taker

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According to the DSM-5, autism spectrum disorder is characterized by:

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that hurt the person’s ability to function properly in school, work, and other areas of life

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7-8 million people in the US have an intellectual disability, which means that 1 in 10 families are affected

425,000+ children (ages 3-21) have some level of intellectual disability and receive special education services in public school

7% of the children who need special education have some form of intellectual disability

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Intellectual Disability is NOT a disease.

Genetic conditions

Problems during pregnancy

Problems at birth

Health problems

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Intellectual Disability | Center for Parent Information and Resources

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Link checked and current as of June 2017

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Intellectual Functioning

Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on.

One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

Adaptive Behavior

Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Conceptual skills-language and literacy; money, time, and number concepts; and self-direction.
Social skills-interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

Practical skills-activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Standardized tests can also determine limitations in adaptive behavior.

Age of Onset

The condition originates during the developmental period, which is defined as before the age of 22. Intellectual disability is one of several conditions known collectively as developmental disabilities.

# data[].attributes.attachment_link.description
Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on. One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

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There is evidence of the disability during the developmental period, which is defined as before the age of 22.

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The collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Conceptual skills—language and literacy; money, time, etc.

Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté, etc.

Practical skills—activities of daily living (personal care).

Standardized tests can also determine limitations in adaptive behavior.

# data[].attributes.body
AKA intelligence—refers to general mental capacity, such as learning, reasoning, problem solving, etc.

An IQ score of around 70 or as high as 75 indicates a limitation in intellectual functioning.

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Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22.

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LOW INCIDENCE

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A Traumatic Brain Injury is defined as a physical injury to the brain that results in either partial or total disability or psychosocial impairment, or both, that adversely affects the students ability to learn in school. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more of the following areas:

cognition

language

memory

attention

reasoning

abstract thinking

judgment

problem-solving

sensory, perceptual, and motor abilities

psychosocial behavior

physical functions

information processing

speech

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Strategies for Teaching Students with Emotional Disturbances

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Strategies for Teaching Students with Emotional Disturbances

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As with other conditions, students with Emotional Disturbances need a positive, structured environment which supports growth, fosters self-esteem, and rewards desirable behavior.

Rules and Routines

Rules need to be established at the beginning of the school year, and must be written in such a way as to be simple and understandable.

The wording of rules should be positive: "Respect yourself and others" is a better rule than "Don't hurt anyone."

Consequences for breaking rules should also be established at the beginning of the school year

The consequences must be consistent and predictable.

Try to avoid becoming emotionally reactive when rules are broken. Routines are very important for classroom management.

Students with emotional and behavioral disorders tend to struggle with transitions and unexpected change.

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According to the Individuals with Disabilities Education Act (IDEA) Emotional Disturbance is: “…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

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

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

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

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

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

Please check this source for more info.

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Links updated, November 2021
This information in Spanish

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

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

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

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

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

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

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

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

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

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

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

Characteristics

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

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

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

Hyperactivity (short attention span, impulsiveness);

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

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

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

Learning difficulties (academically performing below grade level).

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

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

Causes

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

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

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

Frequency

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

Help for School-Aged Children

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

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

A Look at Specific Emotional Disturbances

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

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

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

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

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

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

Conduct Disorder

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

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

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

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

family therapy;

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

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

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

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

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

According to the National Eating Disorders Association:

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

Obsessive-Compulsive Disorder

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

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

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

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

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

More about School

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

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

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

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

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

Other Considerations

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

The Importance of Support

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

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

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

Resources of More Information

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

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

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

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

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

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

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

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

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

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

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

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

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

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

References

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

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

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

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

15 | Ibid.

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

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

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Ian made several suggestions on how to help students with hearing impairments, such as using real-time captioning and making sure the students are able to hear the teacher.

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Teaching Strategies for Children with Deafblindness

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Teaching Strategies for Children with Deafblindness

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*Try to provide similar experiences that someone without deafblindness has
*Help them create healthy and positive relationships with other people
*One-on-one helper to help the student during classroom instruction
*Use academic materials that the student can feel
*Provide a communication tool, such as a press-activated button with voices
*

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Utah Schools for the Deaf and the Blind USDB

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HIGH INCIDENCE

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John Churcher, a man who is deafblind, says that you can help in these ways:
1. Be patient
2. Look out for red and white stripes on a cane
3. Look out for red and white on a guide dog.

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In this video, Martha Majors, the Education Director of the Perkins School for the Blind, advocates and explains the deafblind program at her school. The Perkins School has an effective program that teaches communication via sign language, speech, and media. Martha says learning communication allows her students to socialize, be included, and grow up. Teachers at Perkins are compassionate, which leads to trusting relationships between students and their teachers.

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A Look Inside Perkins Deafblind Classroom

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This device allows a deafblind person to communicate effectively with a sighted person. The device has braille keys and display. Communication is digitally transferred to smartphones.

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Deafblindness varies greatly from person to person. While one person may be severely hard of hearing and have a slight visual impairment, another could have mild cases of both hearing and vision, and yet another person may have severe impairments with hearing and vision! It's important to take note of this when discussing this condition.

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Low and High Assistive Technologies for Deafness

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Low and High Assistive Technologies for Deafness

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*Alerting Devices
Converts audio alerts into visual alerts
*Telecommunications
Video chat, amplifications, text, etc.
*Enhanced Listening
Connection of audio directly to a hearing aid or cochlear implant
*Visual Communication
Audio information converted to visual information with zooming capabilities
*Cochlear implants
*Hearing aids

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Low and High Assistive Technologies for Visual Impairment

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Low and High Assistive Technologies for Visual Impairment

# data[].attributes.body
*Screen readers
Text-to-speech translation
*Braille display
Translation of computerized text into Braille dots
*Dictation
speech-activated program for navigation of websites
*Use of a cane
*Use of a guide dog

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According to a 2018 global study conducted by WFDB and Sense International, these key statistics about people with deafblindness were found across the globe:

*Families with a member who has deafblindness are more likely to be in the bottom 40% of their socio-economic status.
*Kids with deafblindness = 17x less likely to be in school than kids with no disabilitiies, and 2x less likely to be in school than kids with other types of disabilities.
*more likely to be poor
*more likely to also have depression
*may have other impairments
*10x less likely to be employed
*less likely to be married

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Deafblindness is an impairment that affects a person's ability to see and hear. It also affects the person's ability to communicate, access details, and move about. Conditions vary from mild to severe, with mild conditions being more prevalent.

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Place these students towards the front of the classroom so that they can see any visual displays.  Keep clear paths. Safe guard hard edges in the classroom. Provide comfortable seating.  This allows them to navigate their way in the classroom.

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Students with Orthopedic Impairments should be integrated into the classroom as much as possible.  They tend to have very little cognitive impairments.

On the other hand what they may need is accommodations such as, specialized seating arrangements, focused instruction with fine motor skill development and making sure they have the necessary assistive technologies needed.

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Teaching Strategies for individuals with Orthopedic Impairment

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Teaching Strategies for individuals with Orthopedic Impairment

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Identifying and Helping: A Struggling Student Screen Shot 2021-07-07 at...

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Identifying and Helping: A Struggling Student Screen Shot 2021-07-07 at...: Identifying and Helping: A Struggling Student Screen Shot 2021-07-07 at 4.41.13 PM

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Alternative Grip Tools

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Alternative Grip Tools

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Alternative Grip Tools

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Assistive technology in action: Meet Sam

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Assistive technology in action: Meet Sam

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Sam shows us what it is like to live and thrive with an Orthopedic Impairment.

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Assistive Technology in Action - Meet Sam

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Teaching deaf students in the inclusive classroom- Part 2

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Teaching deaf students in the inclusive classroom- Part 2

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A continuation of "Teaching Deaf Students in the Inclusive Classroom: Part 1," this video uses expert interviews and classroom footage to explore some of the conditions that lead to a deaf student's success in an inclusive setting. Topics include optimal classroom arrangement, how to work with an interpreter, the importance of collaborating with a teacher of the deaf, and ways to frame information to aid deaf students' understanding.

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Teaching deaf students in the inclusive classroom- Part 2

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Teaching deaf students in the inclusive classroom- Part 1

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Teaching deaf students in the inclusive classroom- Part 1

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This video uses expert interviews and classroom footage to explore some of the conditions that lead to a deaf student's success in an inclusive setting. Topics include the importance of teacher expectations, the role of family background, myths about deafness, the benefits of learning about the individual student, and modifying classroom activities to accommodate deaf students.

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Teaching deaf students in the inclusive classroom- Part 1

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Classroom Accessibility for Students who are Deaf or Hard of Hearing

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Classroom Accessibility for Students who are Deaf or Hard of Hearing

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This video was created to demonstrate many of the barriers that can exist for students who are deaf or hard of hearing when in a lecture style class. The challenge for the individuals watching the video is to find as many mistakes or barriers as possible. Follow up activities could include identifying strategies to resolve the problems, role play with the instructor or interpreter how to resolve/ avoid the problems, identify strategies to prevent the barriers in advance or identify people or resources at the school who could provide support.

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Classroom Accessibility for Students who are Deaf or Hard of Hearing

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Writing-related Assistive Tech for ADHD Students

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Writing-related Assistive Tech for ADHD Students

# data[].attributes.body
Dragon Speech Recognition: a speech-recognition software that assists those whose oral skills are more advanced than their writing skills.

Co:Writer Universal: a word prediction program that helps ADHD students expand their vocabulary and express their thoughts easier through writing.

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Reading-related Assistive Tech for ADHD Students

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Reading-related Assistive Tech for ADHD Students

# data[].attributes.body
Raz-Kids: a graded reading app for K-Grade 5 with an option to listen to the books.

Kurzweil 3000: allows both visual and auditory feedback to help ADHD students understand and retain what is being read.

Scanning pens: Scanning pens help people with ADHD who have reading difficulties increase their reading comprehension and speed.

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Math-related Assistive Tech for ADHD Students

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Math-related Assistive Tech for ADHD Students

# data[].attributes.body
MathTalk: a speech recognition mathematics software which allows the user to voice math.

Talking calculators: pocket-sized/desktop talking calculators, some with alarms to keep students on track.