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Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children.

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There are many kinds of speech and language disorders that can affect children but the four major areas in which these impairments usually occur are:

Articulation
speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”)

Fluency
speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns

Voice
speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness

Language
language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say.

SLI (speech or language impairment) can affect not only child's speacking but also his listening, reading and writing. SLI is also called developmental language disorder, laguage delay or developmetal dysphasia.
A study funded by the National Institutes of Health estimated that between 7-8% of 5-year-olds are affected by this disorder.

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The characteristics of speech impairments will vary depending upon the type of impairment involved. There may also be a combination of several problems.

When a child has an articulation disorder, he or she has difficulty making certain sounds. These sounds may be left off, added, changed, or distorted, which makes it hard for people to understand the child.

Leaving out or changing certain sounds is common when young children are learning to talk, of course. A good example of this is saying “wabbit” for “rabbit.” The incorrect articulation isn’t necessarily a cause for concern unless it continues past the age where children are expected to produce such sounds correctly.

Fluency refers to the flow of speech. A fluency disorder means that something is disrupting the rhythmic and forward flow of speech—usually, a stutter. As a result, the child’s speech contains an “abnormal number of repetitions, hesitations, prolongations, or disturbances. Tension may also be seen in the face, neck, shoulders, or fists.

Voice

A voice disorder involves problems with the pitch, loudness, resonance, or quality of the voice. The voice may be hoarse, raspy, or harsh. For some, it may sound quite nasal; others might seem as if they are “stuffed up.” People with voice problems often notice changes in pitch, loss of voice, loss of endurance, and sometimes a sharp or dull pain associated with voice use.

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Students with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. They also have different ways of learning, moving, or paying attention.

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This article presents various types of assistive technology for autism.

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How Technology Can Help People With Autism

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From weighted blankets to socially responsive robots, there is an incredible range of assistive technology available to help those with autism.

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This video presents research-based practices that not only enhance learning for students with ASD but also improve the environment of the whole classroom.

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Understanding Autism A Guide for Secondary School Teachers Part 1

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Instructional Strategies for Teaching Students with Autism

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Instructional Strategies for Teaching Students with Autism

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Expressive language difficulties

Some learners have problems with the muscular movements needed to form words. They may have trouble producing certain sounds and simply leave them out, or substitute one sound for another. This can make them difficult to understand and result in delayed or unclear speech.

Expressive language difficulties can also affect the ability to put words in the right order in a sentence and tell stories with the events in the right sequence. Their speech can be jumbled up and hard to understand. Sometimes the learner will use inappropriate grammatical structures and their speech may sound immature for their age. They may also have trouble with learning and accessing vocabulary. These problems occur in their own language and will also appear when learning English. Having trouble explaining and describing things makes it hard to join in class discussions.

Receptive language difficulties

Some learners have problems with the way they hear and process language. This can impact on the ability to understand what others are saying and respond appropriately. Learners with hearing impairment have a physical barrier to understanding speech, but there are can also be ‘pragmatic language’ difficulties where, although the learner can hear what is being said, they do not understand the meaning.  There can also be problems understanding ‘figurative language’, which includes the use of irony, humour and metaphor. This can lead to a tendency to take things too literally. A learner with receptive language difficulties may have trouble in one or more of these areas.

Following instructions

Understanding abstract concepts

Concentration

Understanding stories, both written and spoken

Understanding metaphorical language

Making friends

Listening to others

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Other Accommodations for Students with ASD

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Other Accommodations for Students with ASD

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- Allow motor breaks
- Use multi-sensory cues
- Use visual aids
- Modify lessons to emphasize essential concepts to master
- Provide seating without visual distraction in visual field
- Break down goals into small steps
- Provide peer tutoring
- Provide role modeling for social maturity

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Improving Education for Autistic Students in Montgomery County, MD

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What Causes Speech and Language Disorders?

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What Causes Speech and Language Disorders?

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Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. It also appears that 50-70% of children diagnosed with SLI have a genetic link to at least one other family member who has the disorder. Frequently, however, the cause is unknown.

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The type of treatment will depend on the severity of the speech disorder and its cause.

Speech therapy may help with more severe symptoms or any speech problems that do not improve.

In therapy, the therapist may teach your child how to use their tongue to create certain sounds.

If a child has a speech disorder, parents are encouraged to:

Avoid expressing too much concern about the problem, which can actually make matters worse by making the child more self-conscious.

Avoid stressful social situations whenever possible.

Listen patiently to the child, make eye contact, don't interrupt, and show love and acceptance. Avoid finishing sentences for them.

Set aside time for talking.

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Teaching and learning strategies. How can we help?

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Teaching and learning strategies. How can we help?

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1. Encourage and accept all forms of communication

Learners with speech and language difficulties are often lacking in confidence and shy about speaking in public, so avoid asking them to repeat mispronounced words or finish their sentences for them. It is better to model the correct form in your response. Concentrate on the message the learner is trying to communicate rather than the grammar. Allow alternative ways of communicating like gestures, writing or drawing.

2. Be conscious of your own communication style

Make sure your language is clear and direct and face the class so that learners can see your expressions and read your lips if necessary. Give instructions one at a time in the order you want them to be carried out, using visual cues and gestures to support them. If you say the learner’s name before asking them a question they will know you want their attention. Try to avoid ambiguous language and always be prepared to repeat anything the learner does not understand.

3. Teach active listening skills

Explain to the whole class that it is important to be attentive and look at someone when they are talking to you, and not to interrupt. You can teach turn-taking by having a special object which is the ‘speaker’s token’. The holder of the object is the only person who may speak. When they have finished they pass it on.

4. Give time to think and respond to questions

All learners can benefit from this. Using the ‘think, pair, share’ model in class provides the time needed to process information and organize thoughts before having to answer.

5. Use sound discrimination exercises

We know that phonemes are the building blocks for language. You can help learners who have difficulty recognising and decoding phonemes through multisensory activities like clapping and stomping out syllables in new vocabulary or colour-coding the different groups of phonemes. Rhyming bingo and card games where the learner can match the same sounds can be really helpful.

6. Help with sequencing and word order

If the learner has difficulty explaining things or telling stories in the right order, just ask them to give bullet points of what they want to say and put them in the correct sequence on a timeline. It is also helpful to cut up stories so they can practice putting them in order - you can use pictures for younger learners.

7. Build vocabulary

Use pictures, objects and photos to help understand and remember new vocabulary. Encourage learners to use their visual memory by making a personal vocabulary box of key words on picture cards.

8. Help build self-esteem

Make sure to notice and praise good interactions and speech. Describe what they do well and identify and work with their other strengths, such as creativity and physical talents.

9. Help learners to make their needs known

Always check that the learner has understood the task and clarify any misunderstandings. Encourage them to let you know if they have not understood by using a pre-arranged signal.

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DEFINITION
A specific learning disability (SLD) is a neurological disorder that affects the ability to process information. It can affect how well a student does in school. It affects reading, writing, math, and speech. SLD can also affect attention span, organization, and memory skills.
Associated conditions may include, but are not limited, dyslexia, dysgraphia or dyscalculia.
The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage.

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The National Center for Learning Disabilities

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The National Center for Learning Disabilities

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Expert Dr. Sheldon Horowitz explains the different types of specific learning disabilities

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National Center for Learning Disabilities (NCLD)

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Learning Disabilities, What Are the Different Types?

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Examples of Specific Learning Disabilities 

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Examples of Specific Learning Disabilities 

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Dyslexia

Dyslexia is the specific learning disability in reading. Children affected with dyslexia find it very difficult to read. It occurs in children with normal vision and intelligence.

Symptoms of Dyslexia in School going Kids

Reading well below the expected level for age

Problems remembering the sequences

Difficulty in seeing similarities and differences in letters and words

Difficulty in spelling words

Avoiding activities that involve reading

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SIGNS OF DYSLEXIA FOR PRESCHOOLERS

Difficulty learning letters and corresponding sounds

Trouble learning nursery rhymes

Seems unable to recognize the letters in his or her own name

Mispronounces familiar words

Doesn’t recognize rhyming patterns like cat, bat, rat

SIGNS OF DYSLEXIA FOR KINDERGARTEN - FOURTH GRADE

Difficulty reading single words

Trouble connecting letters and sounds

Confuses small words, for example “at/to” or “said/and”

Consistent reading errors including:

Letter reversals (“d” for “b”)

Word reversals (“tip” for “pit”)

Inversions (“m” for “w”)

Transpositions (“felt” and “left”)

Substitutions (“house” and “home”)

Struggles to remember or understand facts

SIGNS OF DYSLEXIA IN OLDER STUDENTS

Struggles to organize written and spoken language

Trouble memorizing number facts and performing math operations

Difficulty with spelling

Cannot read quickly enough to comprehend

May struggle to learn foreign languages

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Dysgraphia

Dysgraphia is a specific learning disability that affects written expression, for example difficulties with spelling, poor handwriting and trouble putting thoughts on paper.

Symptoms of Dysgraphia in School going Kids

Difficulty in writing letters

Trouble in spacing letters correctly on the page

Difficulty in writing in a straight line

Difficulty in:

Holding paper with one hand while writing with the other

Holding and controlling a pencil or other writing tool

Putting the right amount of pressure on the paper with a writing tool

Maintaining the right arm position and posture for writing

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EARLY SIGNS OF DYSGRAPHIA

Better at communicating through speech than through writing

Tight or awkward pencil grip

When writing, says words out loud or carefully watches hand

Tires easily when writing by hand

Hands are sore when they finish writing

Body position is awkward or eyes are too close to the paper

Illegible handwriting

Uneven spaces between letters and words on paper, or difficulty writing within lines and margins

Incorrect orientation of letters (either vertically or horizontally)

Trouble with tasks that require thinking and writing at the same time, such as notetaking

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Dyscalculia

Dyscalculia is a specific learn disability that causes difficulty in learning arithmetic, understanding numbers and doing mathematical calculations. About 3 to 6% of population is affected with some degree of dyscalculia.

Difficulty reading analog clocks

Difficulty in finding which of two numbers is larger

Issues in sequencing things

Difficulty with multiplication, subtraction, addition, and division tables, mental arithmetic, etc.

Problems with differentiating between left and right

Difficulty with time, directions, recalling schedules, sequences of events, keeping track of time, frequently late or early

Inability to concentrate on mentally intensive tasks

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EARLY SIGNS OF DYSCALCULIA

Struggles with counting, number facts, and basic calculations

Difficulty with measurement, telling time, counting money, and estimating number quantities

Trouble with mental math and problem-solving strategies

Difficulty with connecting numbers to real-life situations, e.g. “five cookies”

Struggles to recognize patterns or sort items by size

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NOTE: The term acalculia is used for an acquired impairment in which people have difficulty in performing simple. Acalculia is distinguished from dyscalculia in that acalculia is acquired late in life due to neurological injury such as stroke, while dyscalculia is a specific developmental disorder first observed during the acquisition of mathematical knowledge.

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Other Specific learning disabilities can also be

Dyspraxia

Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.

Developmental Aphasia

Aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write. Aphasia is always due to injury to the brain-most commonly from a stroke, particularly in older individuals.

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The question of whether disorders such as ADD or ADHD can be considered as part of specific learning disabilities remains more controversial. For sure there is a high comorbidity of specific learning disorder with other neurodevelopmental disorders (such as ADD or ADHD) as well as anxiety.

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ADHD

ADHD stands for Attention Deficit Hyperactivity Disorder. This is a disorder that affects attention span, hyperactivity, and impulsiveness.

Symptoms:

Inattention

Hyperactivity

Impulsiveness

Poor focus

Solutions:

There is no one cure for ADHD. However, there are many things that can be done to help a student with this disorder. Some solutions include tutoring, accommodations in the classroom, and medication.

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A quick overview of ADD and ADHD deseases

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National Center for Learning Disabilities (NCLD)

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What is the diagnosis of specific learning disabilities (SLD)?

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What is the diagnosis of specific learning disabilities (SLD)?

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Diagnosis of a specific learning disability is not a one-step process. It is made through a thorough round of observations, family history, interviews, and school reports. Exhaustive testing, such as neuropsychological testing can be used for diagnosing specific learning disabilities. Diagnosis also considers difficulty in reading, writing, and other such symptoms for six months despite genuine help, difficulty in mathematical reasoning, and a substantially lower academic level for the age and grade. Neurological conditions such as pediatric disorder are also ruled out to conclude a specific learning disorder.

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Here is my infographic on TBI and assistive technology accommodations.

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OHI means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment

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What is clear from this many disabilities and disorders falling under the OHI umbrella terms is that it becomes very difficult to define this category. This makes it difficult to summarize OHI and connect people with more information and guidance on this category.

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Accommodations and strategies for students with OHI is crucial to their academic learning. They can learn the curriculum, however, they need support in order to retain the material and develop their understanding more thoroughly.

STRATEGIES:
--Kagen Based Strategy "I do, we do, you do"
-- Peer-led learning
--Choice-boards so the student can demonstrate their skills based on their strengths.

ACCOMMODATIONS:
--Extended time on assignments and assessments
--Alternate location for high-stakes assessments to ensure academic excellence
--Visually represent directions and classroom notes
--Chunk directions into more manageable pieces
--Graphic organizers and other organization tools
--Preferential seating near instruction and away from distractions
--Brain breaks upon request, up to five minutes
--Able to stand when learning, or be provided a fidget seat (movement based)

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--Calculator
--Wiggle chair/seat
--Standing desk
--iPad with textbooks downloaded
--Text-to-speech software
--Speech-to-text software
--Fidgets
--Specialized pens/pencils
--Magnifiers
--FM Systems
--Desktop Computer

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Here is a great, short video about AT:
https://www.youtube.com/watch?v=DB9pKkZoJDc

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Understanding Assistive Technology: Simply Said

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Prevalent Causes Of Specific Learning Disability

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Prevalent Causes Of Specific Learning Disability

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There are many causes of learning disabilities, some of which include brain injuries or organic problems with the central nervous system. Other common causes may be due to areas in the brain that control specific functions like reading and writing; these can be caused by environmental factors such as low oxygen at birth or exposure to toxins while still in utero.

Brain Injuries: A brain injury can affect the way a person thinks, feels, and acts. It is especially true if someone has had a trauma, like after an accident or the injury of their head.

Environmental Factors: There are some things that could lead to learning disabilities. They are being born with too little oxygen, being exposed to toxins while in the womb, not eating enough food while pregnant, and not spending time with people.

Inherited Disorders: There are some disorders that a child can inherit from parents which could lead to a learning disability. This includes conditions like dyslexia, ADHD, and an autism spectrum disorder.

Genetic Factors: Another cause of SLD is genetics. Some people might have a learning disability if their parents or grandparents have them too.

There are some treatments for students with SLD. They can work to their full potential in school and beyond. Learning problems like these should not be ignored; they do not go away on their own. It is important for teachers to understand this disability if it is present in a student they are teaching.

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How can one prevent specific learning disabilities (SLD)?

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How can one prevent specific learning disabilities (SLD)?

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Though complete prevention for some learning disabilities is not possible, their risk can be lowered. It is advised to avoid alcohol before, during, and after pregnancy for the same. Toxins shall be avoided during pregnancy and after childbirth by mother and child. Over-the-counter medications shall be avoided, and prescription shall be taken after proper assessment of side-effects with the help of a medical professional for the child, and during pregnancy and breastfeeding. Stress shall be avoided during pregnancy and from the home and social surroundings of a child. Immediate help shall be taken if any hearing or seeing a defect is noticed in the child. Keeping track of childhood milestones and providing healthy nutrition and child may prevent specific learning disabilities.

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How to Help a student with Specific Learning Disability

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How to Help a student with Specific Learning Disability

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There are many things that can be done to help a student with SLD. Here are some tips:

Tutoring: One-on-one tutoring can help a student with SLD better understand what they are learning. This is a great option for students with dyslexia, ADHD, and dyscalculia.

Accommodations In The Classroom: Accommodating the way that a student learns can help them feel more comfortable in school. You want to be sure you find accommodations that work best for your child.

Therapy: Therapy is great for students with SLD. A therapist can help them develop coping strategies to deal with the disability they have. This way, it doesn’t hinder their success in school or life overall.

In addition to these strategies there are also others ways in which children with a specific learning disability can be helped. Parents and teachers are among the first to notice and  intervene to support. A trained professional can help a child improve academic skills like reading and writing. Specialized or Individualised Education Programme can help improve a child’s capabilities and living standard during his lifetime. Specific therapies such as speech therapy and occupational therapy can improve children's speaking and motor skills with writing problems. Also a complimentary or alternative treatment, such as music therapy, can help a child with a specific learning disorder.

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Examples of Assistive Technology and Adaptive Tools in the Classroom | Understood

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Kids can use assistive technology to help with learning and thinking differences in the classroom. Learn about nine common examples of assistive technology and adaptive tools at school.

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In order to help a student with SLD, you will need some tips and tricks up your sleeve. Here are some things that teachers should do when working with students who have learning disabilities:

Be A Good Role Model: Students might be more likely to listen if they can see that you’re interested in the material. When you are excited about something, it is contagious and your student will be more interested too.

Be Patient: It might take a student with SLD a little longer to understand what you are saying. Don’t get upset when the student is having a hard time understanding. Give them enough time to do their work so they can learn.

Be Open: If you do not fully understand the disability, it is important for you to learn more about learning disabilities. This way you can help your student better. They might need some different things in the classroom.

Get Help From A Specialist: There may be certain problems that a teacher cannot solve on their own; that’s why there are specialists out there. They know more about the disability and they can offer some great help in overcoming it.

Do Not Ignore It: Some teachers might think that learning disabilities are only a problem when students get older; this is not true at all! Early intervention is very important, especially for young children who have started to show signs of an SLD.

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ASSISTIVE TECHNOLOGY

Digital readers may help students with dyslexia. There are also dictation programs to assist students with dysgraphia. Pencil grips are another form of assistive technology that can help student learn.

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https://mantracare.org/therapy/issues/specific-learning-disability/#How_To_Help_A_Student_With_Specific_Learning_Disability

https://www.onlymyhealth.com/specific-learning-disabilities-symptoms-diagnosis-treatment-prevention-tips-1609133300

https://www.understood.org/en/articles/8-examples-of-assistive-technology-adaptive-tools

https://www.churchillstl.org/learning-disability-resources/

https://wecapable.com/specific-learning-disability-definition-examples-types/

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Specific learning disorders are neurodevelopmental disorders that are typically diagnosed in early school-aged children, although may not be recognized until adulthood. They are characterized by a persistent impairment in at least one of three major areas: reading, written expression, and/or math.

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ED- includes disorders with anxiety, bipolar, conduct, eating, and obsessive compulsiveness.

ED can easily go undiagnosed.

Emotional and behavioral support for students with ED includes:
1. choice-making opportunities
2. previewing learning
3. mnemonic instructions
4. adjusting task difficulty
5. personalized instruction
6. story-mapping
7. choose instructional and curricular methods based on regular behavioral assessment

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DD- a delay in physical development, cognitive development, communication, social development, emotional development, and adaptive/behavioral development in kids ages 3-9. DD affects approximately 1 out of 6 kids.
To help kids with DD to learn in school and at home:
1. Make and keep routines
2. Use manipulatives and hands-on learning
3. Use multiple-learning strategies offering success in small tasks
4. Involve student in frequent discussions
5. Minimize distractions

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incredible things are coming

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For children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development.
Causes and Incidence: Causes:
Developmental delay can have many different causes, such as (like ), or complications of pregnancy and birth (like or infections). Often, however, the specific cause is unknown. Some causes can be easily reversed if caught early enough, such as from chronic , or .
Incidence:
Data showed that developmental disabilities (DDs) are common: about 1 in 6 children in the U.S. had a DD in 2006-2008.

Studies show a 10% prevalence of Developmental Delay. However, these delays can fall under any of the categories listed below and diagnosis should only be done by a trained professional.

Physical development (fine motor skills, gross motor skills)

Cognitive development (intellectual abilities)

Communication development (speech and language)

Social or emotional development (social skills, emotional control)

Adaptive development (self-care skills)
Strategies:
Establishing procedures and routines is one of the best strategies for developmentally delayed children. Structure and predictability in learning give a sense of stability to kids who already know or sense that they are different from other children. Parents need to work with teachers to establish similar expectations, so that school and home habits are not totally incompatible. For example, if the parent knows that her child works well with a sibling, she might ask the teacher to assign peer helpers in the classroom. If the teacher requires that children read or look at books silently for 20 minutes, the parent could emulate this at home.

Children with developmental delays will benefit from hands-on learning. Manipulatives are educational aids that supplement and reinforcement specific skills. Alphabet letter tiles, wooden blocks and plastic shapes are materials that help children by providing a tangible example of a concept. According to the educational website, Math and Reading Help for Kids, manipulatives help delayed students understand new math facts by representing numbers with shapes or two and three dimensional drawings. Handling these manipulatives also improves fine and gross motor skills.

Developmentally delayed children benefit from multiple learning strategies. Worksheets and handwriting activities will not be effective for kids who have difficulty holding a pencil for an extended period. Alternative strategies like drawing pictures or writing short phrases give children a way to express themselves and build confidence in their writing ability. Success in small tasks will motivate them to work harder to improve writing skills.

Developmentally delayed children may have speech or language difficulties. They may not articulate sounds correctly or know enough expressive language to communicate effectively. Engaging in frequent discussion is an effective strategy. Parents and teachers can read aloud, then ask for comments and opinions about the book. The goal is to make children feel comfortable sharing their thoughts with adults and peers.

Children with developmental disorders can have a variety of issues that can effect learning for themselves and those around them. Keep in mind that a student that displays behaviors that are distracting would work better at an individual desk. If there is not a way to seat the students in the classroom in his own space, pairing him with a capable buddy that can assist with keeping the student on track without it being detrimental to his own education would be beneficial. Also, minimizing distractions and the possibility for over stimulation will assist the student with focusing. For example, do not seat the student next to a window facing the playground.
Resources: Citations:
National Dissemination Center for Students with Disabilities. (2012). Retrieved November 10,2012 from http://nichcy.org/disability/categories/#developmentaldelay

Pulsifer, Lisa. (2012) Teaching Tips for Students with Developmental Delays. Retrieved November 10, 2012 from http://www.brighthubeducation.com/special-ed-inclusion-strategies/78461-teaching-tips-for-students-with-developmental-delays/

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DEVELOPMENTAL DELAY - Teaching Students With Disabilities

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When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum.

Here are additional classroom ideas for accommodating students with significant special needs:

Use visual cues to orient student in the classroom (Volmer, 1995). Children with developmental disabilities can be much more independent when they have strong visual cues to guide them through the physical space of the classroom. You can, for example:

Use boundary markers such as barriers (e.g., bookcases or other furniture), rugs, and colored tape on the floor to represent boundaries between spaces that are used for different functions. Marked boundaries make it easier for children to know when they are in a space that is dedicated to play, one that is set aside for study, etc. The reality, of course, is that most classroom space is used for multiple purposes. In multi-use spaces, you can employ signs or other visual cues to mark that the space is being used for a particular purpose at a specific time. For example, you might create a sign with a picture of children eating snacks along with the words 'Snack time,' and post that sign on a table to signify that snacks are about to be served.

Store common classroom materials (e.g., school supplies, games) on accessible shelves or in see-through storage containers. When needed, provide labels for these materials (using pictures paired with words). Train students in the procedures that you want them to use in accessing the materials (e.g., first raise hand, then request teacher permission, then go to supplies shelf to get a pencil.)

Post a clear and predictable daily schedule (Volmer, 1995). Both typical students and those with developmental disabilities crave structure and predictability in their school day. Special needs children, though, can sometimes react more strongly than their non-disabled peers when faced with an unexpected change in their daily schedule. When creating daily schedules be sure to match the schedule format to the child's skill level:

For a child who cannot read and does not recognize pictures as depictions of actual objects and events, the 'schedule' would consist of objects that represent schedule entries. A wrapped snack bar, for instance, can represent snack time, while a book can represent circle time-when the teacher reads a story to the class.

For a non-reader who recognizes pictures, the schedule can include a picture to represent each scheduled event. A picture of the Occupational Therapist, for instance, might signify a weekly pullout OT session.

For the beginning reader, the schedule can pair pictures with the words describing the events to the day.

The fluent reader can use a written schedule, with words selected at the child's reading level.

A classroom schedule lays out the events of the day that affect all children in the room. Teachers can also create individualized schedules for children who receive additional (or alternative) services and supports. But remember-schedules have value only when they are used! Students should preview their schedule at the start of the school day. After each activity is completed, students check off that item on their schedule or otherwise indicate that the event is finished (e.g., by removing the event's picture from the schedule board). When an event in the student's schedule is unexpectedly cancelled, teachers may find that the student will adjust more quickly to the change if the instructor and the child sit down together review the schedule and revise it to reflect the altered plan for the day.

Build student motivation. Motivation is the 'engine' that drives student engagement and learning. Try these ideas to motivate identified students with whom you work:

Alternate preferred and less-preferred activities (Volmer, 1995). Students are likely to put more intense (and more sustained) effort into challenging assignments when they know that they can take part in a fun or interesting activity at the end of it. (This technique is known as the Premack Principle.)

Vary the pace and duration of academic activities (Koegel, Koegel & Carter, 1999).

Provide meaningful choices that give the child some autonomy and control in the classroom. For example, you may encourage the student to select a reading book for an assignment, decide what assignment she or he will work on first, choose a place in the room to study, or pick a peer to help as a study buddy. Make an effort to build choices into school activities whenever possible.

Use verbal prompts ('pre-correction') before the student engages in a task to promote success Koegel, Koegel & Carter, 1999). Phrase your prompt to reflect what you would like to see the child do (e.g., 'Ronald, please get your math journal and a sharpened pencil and join our math group at the back table.') rather than what you would like the student to stop doing. Choose vocabulary and syntax appropriate the child's developmental level. Try not to be wordy!

Use strategies to make directions and learning expectations clearly understood. Provide directions in language the student can understand. Use visual cues (hands-on demonstrations and modeling, objects, pictures) as needed to help the child to better grasp the directions. Prompt and guide the child through the performance-sequence.

Check to be sure that you have the student's attention before giving directions. (NOTE: Children with disabilities may not always make eye contact, even when they are paying attention to you. Be on the lookout for other signs of attending--e.g., alert posture, orientation toward you, stopping other activities, verbalizations). Also, include essential information in your directions that will answer these four questions for the child (Volmer, 1995):
(1) How much work is there to do in this task?
(2) What exactly am I supposed to do?
(3) When do I do the work? and
(4) What is my payoff for doing the work? .
Provide structured opportunities for student to participate in social interactions (Koegel, Kiegel, & Carter, 1999; Volmer, 1995). Children with disabilities are sometimes excluded from social interactions with their typical peers. While there are a number of reasons why identified students may not be fully included in social groups, you can take steps to foster relationships between special-needs and typical children:

Give the child 'helping roles' such as handing out snacks or distributing work materials to other students. Coach the child to use socially appropriate speech (e.g., "Would you like a snack?") with peers. The more frequently that other students experience neutral or positive interactions with the identified child, the more that they will feel comfortable with that student and the more positive their perceptions of the child will probably be.

Provide the child with simple strategies to engage others in social interactions. Demonstrate and model these strategies. Then have the child an opportunity to try them out and give him or her feedback and encouragement. For example, train the student to ask a peer "What's that?" whenever he or she sees something unfamiliar in the immediate environment. Or show the student how to approach a group and ask to join a game or other activity (e.g., "Can I join your game?"). A related idea would be to train typical peers as 'social interaction coaches' who can supportively model for the identified child how to initiate social interactions.

If the child is preoccupied with a particular topic that is relevant to classwork, the teacher may be able to use the student as a resource for peers. For example, a child with autism who has an encyclopedic knowledge of astronomy or geography may attend a review session and answer questions from other students who are studying for a quiz.

Whenever the teacher forms groups in the classroom, she or he can assign a 'group ambassador' role to one of the typical children. The 'group ambassador' takes responsibility for greeting anyone who joins the group, ensures that all members understand how they can participate in the group activities, and gives additional support and guidance to any student who needs it. 'Group ambassadors' should be trained to recognize when a student might need assistance and in how to provide that assistance in supportive, non-intrusive ways.

If the child is assigned a teaching assistant, have that assistant train peers in the room to provide academic support while the assistant observes from the background. 'Sign up' children on a rotating basis to serve as peer learning helpers for the identified child. This strategy will encourage the identified child to see many people in the room as possible supports.

Assign the child with disabilities a peer buddy when moving around the building, playing outside, or attending assemblies or other events out of the room (Saskatchewan Special Education Unit, 1998). Select different children to serve as peer buddies so the identified child has the chance to build friendships and does not depend too much on any one student for support.

Create a plan to help the student to generalize their learning across settings and situations. Children with significant disabilities are likely to need explicit programming to generalize skills that they have learned in a particular classroom setting to other settings or situations (Koegel, Koegel & Carter, 1999, Volmer, 1995).

Teach only a small number of 'key' skills at one time so that you will have enough time to work with the student on generalizing each mastered skill. After the student has mastered a skill in one setting, list other settings or situations in which you would like the student to show the skill. Then create a training plan to help the student to use the skill in these novel settings. If a child has mastered the task of delivering appropriate social greetings in your classroom, for instance, you might take the child to the school main office or out into the community, prompt them to greet others, and provide praise or rewards for their successful performance.

Keep other members of the child's teaching team (e.g., parent, speech pathologist, regular-education teacher) informed about what skills the identified student has mastered. Provide ideas to them about how they can encourage the student to use the skill in a new setting and/or with different people and how to reinforce the child for doing so.

References

Koegel, R.L., Koegel, L.K., & Carter, C.M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28, 576-594.

Saskatchewan Special Education Unit. (1998). Teaching students with autism: A guide for educators. Available: http://www.sasked.gov.sk.ca/k/pecs/se/docs/autism/

Volmer, L. (1995). Best practices in working with students with autism. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (3rd ed., pp. 1031-1038). New York: Wiley & Sons.

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Teaching Children With Developmental Disabilities: Classroom Ideas

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When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways).

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Centers for Disease Control and Prevention

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What is Early Intervention?
Early intervention:

Is the term used to describe services and support that help babies and toddlers (from birth to 3 years of age in most states/territories) with developmental delays or disabilities and their families.

May include speech therapy, physical therapy, and other types of services based on the needs of the child and family.

Can have a significant impact on a child's ability to learn new skills and increase their success in school and life.

Programs are available in every state and territory. These services are provided for free or at a reduced cost for any child who meets the state's criteria for developmental delay.

Why Early Intervention is Important
Earlier is better!
Intervention is likely to be more effective when it is provided earlier in life rather than later. ¹

"If it's autism, waiting for a child to 'catch up on his own' just won't work. Acting early can help a child communicate, play, and learn from the world now and for the future. It can also prevent frustration-so common in children with communication difficulties-from turning into more difficult behaviors." Pennsylvania clinical psychologist

The connections in a baby's brain are most adaptable in the first three years of life. These connections, also called neural circuits, are the foundation for learning, behavior, and health. Over time, these connections become harder to change. ¹

"The earlier developmental delays are detected and intervention begins, the greater the chance a young child has of achieving his or her best potential." Georgia pediatrician
Intervention works!
Early intervention services can change a child's developmental path and improve outcomes for children, families, and communities. ¹

"Acting early gives your child a chance to receive the appropriate therapy, giving him or her the best chance for a good outcome in the future. I believe that early intervention is the reason my high-functioning son is now able to blend in with his peers and attend kindergarten in a regular classroom with no supports." Kansas mom
Help your child, help your family!
Families benefit from early intervention by being able to better meet their children's needs from an early age and throughout their lives. ¹

"Action replaced fear and empowered me with the knowledge to help my son. He has overcome most of his symptoms and is headed to college next year." Florida mom
To find your state or territory's early intervention contact information, go to cdc.gov/FindEI
For more information, including what to say when you contact early intervention and how to get support for your family, visit the cdc.gov/Concerned.

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Why Act Early if You're Concerned about Development?

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Early intervention: Is the term used to describe services and support that help babies and toddlers (from birth to 3 years of age in most states/territories) with developmental delays or disabilities and their families. May include speech therapy, physical therapy, and other types of services based on the needs of the child and family.

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Emotional & Behaviorally Disturbed Students (EBD)

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10 Ways to Support Students Who Are Emotionally Disturbed

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Find out how you can help your student achieve her full potential.

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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Children are the beacon of hope for our future. Their mental health and emotional well-being are the very foundation upon which future success and happiness are built.

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Individuals with Disabilities Education Act

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(b) Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child-

(1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and

(2) Who, by reason thereof, needs special education and related services.

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

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Statute/Regs Main " Regulations " Part B " Subpart A " Section 300.8 " b (b) Children aged three through nine experiencing developmental delays.

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) (4) - Individuals with Disabilities Education Act

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(4) (i) Emotional disturbance means 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 f…

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A person is considered deaf-blind if they have a combination of both hearing and vision loss. This does not necessarily mean they are completely deaf and/or blind. Usually, those who are deaf-blind fall under a spectrum of how much of their residual senses remain, meaning some will be able to hear better than they can see (and vice versa).

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Because each student's auditory and visual abilities differ from one another, students who are deaf-blind use a combination of AT that fits to their specific needs.

Below are AT that may be used to aid students in their visual (blue) and auditory (green) difficulties in the classroom, along with other accommodations that can be provided (yellow).

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A device that creates braille text so users can read digital text.

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According to the Individuals with Disabilities Education Act Visual Impairment including blindness “means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.” As we know, people can be born with visual impairments, but many develop them over time. These impairments can be due to neurological conditions, genetic conditions, illnesses or cancer, infections during pregnancy, and damage/injuries to the eye.  So how do you know and diagnose that your child has a visual impairment? There are quite a few signs that may help you identify if your child has a vision impairment. Some of these signs include:

Bumping into things

Sitting too close to the television

Reading a with their face close to the text

Losing their place while reading

Sensitivity to light (often paired with headaches)

Squinting/Tilting of head

Eye rubbing

Poor eye-hand coordination

Crossed eyed/turned eyes

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The IDEA's Special Education Categories: Orthopedic Impairment

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Seating arrangements to develop useful posture and movements

Instruction that is focused on development of gross and fine motor skills

Ensuring suitable augmentative communication and other assistive devices

Adequate awareness of the student’s medical condition and its affect on the student

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Screen reading software

Speech recognition software

Augmentative and alternative communication devices

Academic software packages for students with disabilities

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Canes

Crutches

Wheelchairs

Specialized exercise equipment

Specialized chairs, desks or tables

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https://sites.google.com/site/teachingeveryonenow/home/orthopedic-impairment/teaching-strategies-for-orthopedic-impairment

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Where the majority of students with orthopedic impairments are concerned it is a matter of focusing on needed accommodations in the academic environment. As with many students with disabilities, classroom accommodations for students with orthopedic impairments vary depending on the individual and their particular needs. Because the majority of students with orthopedic impairments do not experience cognitive disabilities as well, an educator should collaborate with the student in relation to their curriculum as much as possible or needed.
For a student with orthopedic disabilities to access a generalized curriculum, an educator might be required to meet the following accommodations:

Seating arrangements to develop useful posture and movements

Instruction that is focused on development of gross and fine motor skills

Ensuring suitable augmentative communication and other assistive devices

Adequate awareness of the student's medical condition and its affect on the student

Due to the unique nature of orthopedic impairments, additional specialists might need to become involved in the development and implementation of appropriate educational programming for the student.
There are various specialists that may become involved, such as:
Because there are varying levels of orthopedic impairments, a number of types of assistive technologies might be used. The assistive technologies used need to address the needs of the student so that they are able to access the educational curriculum, as it would be with any other student with a disability. Technologies that may apply specifically to students with orthopedic disabilities may include:

Students with orthopedic disabilities may also use devices for both mobility and positioning. The assistive devices they use are focused on assisting them to participate in educational activities.
The devices these students use may include:

Citation: Disabled World News (2009-10-09) - An article about Children with Orthopedic Impairments IDEA and Assistive Technologies: http://www.disabled-world.com/disability/children/orthopedic-impairments.php#ixzz2C4oONmsg

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Teaching Strategies for Orthopedic Impairment - Teaching Everyone

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Where the majority of students with orthopedic impairments are concerned it is a matter of focusing on needed accommodations in the academic environment. As with many students with disabilities, classroom accommodations for students with orthopedic impairments vary depending on the individual and their particular needs.

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A quick video from the Royal Society for Blind Children (RSBC) on how to Diagnose a Visual Impairment in children.

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A quick video from the Royal Society for Blind Children (RSBC) on how to Diagnose a Visual Impairment in children.

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How to spot a visual impairment in a child and what to do about it

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Above is a short video by the RSBC that helps explain what to look for and how to seek a diagnosis. If you have any doubts that your child has a visual impairment, take them to the doctor/optometrist and have them checked out. Once the examination is completed the medical professional will let the individual know their eyesight and it’s classification. The World Health Organization uses the below classifications on vision impairment:

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Technology is always evolving but Braille has been one of the most used methods of reading/learning for the visually impaired. Braille is a tactile writing system made up of 6 dots. These dots will be raised or lowered based on what letter and number they represent. A series of dots then forms a word. Below is a great video explaining the system and the old technology that visually impaired students used to use, to write in class.

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A wonderfully informative video on how to write in Braille and the machine used to do it

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A wonderfully informative video on how to write in Braille and the machine used to do it

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As technology advances, devices for the visually impaired become smaller, more reliable, more prevalent and overall just better. There are many low-tech devices that have been used for years. Some of these would include walking canes, service dogs, and the braille typewriter mentioned earlier. They will most likely be used for years to follow, but the invention of the computer and tablet have really changed the game.  One of the most common, but also most expensive, devices used in the classroom is the Refreshable Braille Display (or RBD). This device usually runs from 3000-6000 USD and attaches to a computer or tablet via Bluetooth. It has 8 buttons for typing and a row of Braille that raises and lowers, letting the individual know what text is on the computer screen. These machines work beautifully but are a bit large and as stated earlier, are very expensive. Here is a picture of the device:

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Computers and tablets are becoming more and more useful to the visually impaired. Screen readers are software that are generally quite cheap and work with most computing devices. Basically, what a screen reader does is tell a person what is on the screen and they read the text out loud for them. These are great low budget items that work well when paired with language software, such as speech to text software. This software simply types out what you are saying. When paired, these devices could make using a computer as simple as having a conversation. Luckily, with todays tablets, students that are visually impaired could have all of these technological advances in the palm of their hands. Below is a video of an App made by students at Stanford that lets the Visually impaired easily type and handle their touch screens. Many more of these apps are being developed and the future is looking bright for individuals with vision impairments.

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An APP created by Stanford Students that allows the visually impaired to write on a touch screen

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An APP created by Stanford Students that allows the visually impaired to write on a touch screen

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Stanford Course Yields Touchscreen Braille Writer

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Create a team with your special education teacher to support a deaf student with an IEP. It outlines steps on how to differentiate and monitor progress periodically.

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In the United States' public education system, there are many options and supports available for a child with hearing loss. The biggest obstacle to taking advantage of them is simply being aware of what's available. That means that parents have to be proactive in researching and advocating for support for their school-age children.

Under the Individuals with Disabilities Education Act (IDEA), children with hearing loss are entitled to an Individual Education Plan (IEP). This plan outlines, among other things, the child's placement, and the supplementary aids and services he or she needs.

Placement

Will your child be placed in a regular classroom? The IDEA specifies that children with disabilities should have the maximum appropriate opportunity to learn alongside children who do not have disabilities. This is referred to as the Least Restrictive Environment (LRE), and it means that if your child can learn in a regular classroom (with supplementary aids and services, as needed) as well as he or she can in a special education classroom or other learning environment, the child should be placed in the regular classroom. However, it's important to remember that what is least restrictive for each child is based on that child's unique needs. Read more about placement.

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Supplementary aids and services aren't just for the classroom, either: the IDEA states that they're also available in "other education-related settings, and in extracurricular and nonacademic settings.

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Supplementary Aids and Services

According to the IDEA, supplementary aids and services are "Aids, services, and other supports provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings." This can include :

Supports to address environmental needs, such as a seat at the front of the class; planned seating on the bus, in the classroom, at lunch, in the auditorium, and in other locations; or acoustic modifications-for example, adding carpet or wall hangings to reduce echo.

Staff support, such as:

An additional aide in the classroom

An interpreter. The school should provide an interpreter in your child's accustomed means of communication, whether that means providing oral transliteration services, cued language transliteration, sign language interpreting services, or others. Learn more about exactly what is allowed for in the U.S. under IDEA. (Here's a great, though long, article about one parent's journey to make sure her child had an interpreter in the classroom.)

Note-takers, also called "transcribers." This may include an adult who is a professional note-taker or a peer who's been trained in note-taking techniques. The note-taker can transcribe what a teacher says so that your student can review the notes afterward.

Extra planning time for teachers and staff. Standing up for your child's teachers, to make sure they get this extra time, could really benefit your child.

Hearing assistive technology. There are many options in this category, including:

Wireless system. Wireless microphone technology, such as the Phonak Roger system, actually allows its users to understand up to 62% more speech in noise and over distance than people without hearing loss. Consisting of a wireless microphone for the speaker and a small receiver that attaches to a hearing aid or cochlear implant, the system transmits sounds directly to the hearing instrument.

FM system. The predecessor to wireless hearing accessories, these systems use an FM transmitter, worn by the teacher, that sends sounds to receivers connected to the student's hearing aids or cochlear implants. Unlike with wireless systems, the sound transmitted via FM can suffer from static and interference.

Hearing loop: An extremely simple and effective means of transmitting sound. A hearing loop is a wire that encircles a room and is connected to a sound system. It transmits sound electromagnetically, creating a signal that is picked up by the telecoil in a hearing aid or cochlear implant. (Read more about hearing loops.)

Sound field. A sound field system is essentially a public address system specifically designed for speech sounds. It includes a microphone for the teacher (and sometimes another for students or others) along with a system of speakers placed throughout the classroom. Sound field systems improve hearing for everyone in the classroom; research has shown that they improve test scores, too.

Presentation of subject matter. If your child needs subject matter presented in sign language, the school must present it that way. Videos should be captioned (it's also a good idea for the teacher to put the microphone for a wireless or FM system next to the audio source).

Testing adaptations needed. For example, oral tests (such as traditional spelling tests) may not work for your child; it's incumbent upon the school to come up with another form of testing. Likewise, your child shouldn't be tested on a video that was presented without captions.

Training needed for personnel. This could mean training for your child's teacher in how to use the wireless system, or in how to effectively communicate with your child; or it could mean more large-scale training.

It's important to remember that the supplementary aids and services your child needs must be listed in his or her IEP. If you need to change your child's IEP, contact the school to schedule a meeting. (Learn from a professional education consultant and the mother of a profoundly deaf child about getting the most from your IEP meeting.) Supplementary aids and services aren't just for the classroom, either: the IDEA states that they're also available in "other education-related settings, and in extracurricular and nonacademic settings."

The IDEA offers a wide variety of options; if you want to learn more, check out this resource. It's up to you, as a parent, to advocate and make sure your child receives the support he or she needs.

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Individual Education Plan (IEP) for deaf kids - Hearing Like Me

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In the United States' public education system, there are many options and supports available for a child with hearing loss. Parents have to be proactive.

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National Institute on Deafness and Other Communication Disorders

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National Institute on Deafness and Other Communication Disorders

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An official website of the United States government

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One of the simplest forms of assistive technology for deaf students is a touch board which will contain pictures that represent daily tasks, ideas, or emotions. It is used by easily pointing to the picture that expresses what needs to be communicated at the time.

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Speech Language Impairment: Students with Disabilities

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Speech Language Impairment: Students with Disabilities

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Speech Language Impairment: Students with Disabilities

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https://www.parentcenterhub.org/speechlanguage/#def

https://www.parentingspecialneeds.org/article/what-is-specific-language-impairment/

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

https://www.pennmedicine.org/for-patients-and-visitors/patient-information/conditions-treated-a-to-z/speech-and-language-disorders

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 How to Help Children With Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings

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 How to Help Children With Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings

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(Rockville, MD) As the new school year nears, the American Speech-Language-Hearing Association (ASHA) is offering advice for parents of the more than 1 million U.S. children who receive school-based treatment for speech and language disorders to help their children perform and adjust to new virtual and modified in-person learning environments.

Virtual Settings

Below are some specific challenges that children with speech and language disorders may have in virtual settings-and tips for improving their success.

In-Person Settings

The physical school environment will look very different, and change can be especially hard for children with speech and language disorders.

Challenge #2: Mask/Face Covering Use by Students. Students may be bothered by masks or find them uncomfortable. They also won't be able to see facial expressions and other visual cues that aid in communication with their peers when solid face coverings are used.
Use social stories on wearing a mask, decorate and personalize the child's mask, have them practice wearing the mask at home for longer periods of time to increase tolerance, and help them identify a "mask model"-someone the child looks up to who wears a mask. Practice using and interpreting facial expressions using the eyes and upper part of the face at home with the child.

Some children may be taking part in hybrid scenarios this fall, which can pose the challenges presented by both virtual and in-person settings-as well as the added challenge of a constantly varying routine. In such cases, visual schedules, checklists, and large color-coded wall calendars are helpful for children with speech and language disorders.

For more information, visit www.asha.org/public/.
About the American Speech-Language-Hearing Association (ASHA)
ASHA is the national professional, scientific, and credentialing association for 211,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. Speech-language pathologists identify, assess, and treat speech and language problems, including swallowing disorders.

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ASHA: How to Help Children With Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings

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ASHA offers advice for parents to help their children who receive school-based treatment for speech and language disorders adjust and succeed in modified learning environments.

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How to teach English to a learner who has difficulty speaking and understanding their own language?

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How to teach English to a learner who has difficulty speaking and understanding their own language?

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the 4 levels of an intellectual disability

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the 4 levels of an intellectual disability

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mild: IQ 50-55 up to around 70
moderate: IQ 35-45 up to around 50-55
severe: IQ 20-25 up to around 35-40
profound: IQ  Below 20-25

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Intellectual disabilities can be due to health problems, genetic conditions, environmental factors, and problems during pregnancy and birth. The common types of intellectual disabilities include: Down syndrome, fragile x syndrome, fetal alcohol syndrome, and Prader-Willi syndrome.

Intellectual disability is the impairment of cognitive functioning. It is characterized by impairment in adaptive functioning where individuals experience difficulties carrying out daily activities such as communication, socialization, and independent living.

Individuals diagnosed with intellectual disabilities tend to experience general learning challenges and may take a little longer to develop social and practical skills.

Intellectual disabilities can be due to health problems, genetic conditions, environ Listicle mental factors, and problems during pregnancy and birth.

The common types of intellectual disabilities include Down syndrome, fragile x syndrome, fetal alcohol syndrome, and Prader-Willi syndrome.

If you want to learn the various types of intellectual disabilities in detail, we've compiled a comprehensive guide below. Check it out.

Down's Syndrome

Down's syndrome is an intellectual disability stemming from having a part of or an extra copy of chromosome 21 in the DNA. It is the most common chromosomal cause of mild to moderate intellectual disabilities in children. Down syndrome affects development in children with down syndrome reaching key developmental stages later than the rest of the same age children. Down syndrome's common symptoms include slow learning, short attention span, impulsive behavior, poor judgment, and delayed language and speech development. Children with Down syndrome have poor muscle tone, making them take longer to learn how to make some movements such as turning over, walking, standing, and sitting. Some of the physical characteristics of individuals with Down syndrome include flattened facial profile and nose, upward slanting eyes, and small head, ears, and mouth.  Additionally, individuals with Down syndrome are prone to other health factors such as heart abnormalities, hearing loss, autism, vision problems, and respiratory conditions. Although children with down syndrome have a slower development rate, they will eventually meet all or any of the development milestones. Also, the lifespan of individuals with Down syndrome has increased due to increased research and technology in the area.

Fragile X Syndrome

Fragile X Syndrome is the most prevalent form of inherited developmental and intellectual disability. This genetic disorder results from a change or mutation in the X chromosome. The disability affects the development of a person, more so in the areas of learning and behavior. What's more, it can affect physical appearance, communication skills, and sensitivity to the individual's light and noise with intellectual disability.  It is worth noting that the fragile x syndrome disability is more prevalent in boys than girls.  Individuals with fragile x syndrome do not exhibit the same signs and symptoms. However, they have common signs, including:

Problems with speech and language

Attention disorders Problems with hyperactivity

Anxiety  Developmental delay

Problems processing sensory information

Aggressiveness (ADHD)

Trouble making eye contact

Fetal Alcohol Syndrome

Fetal alcohol syndrome is an intellectual disability caused by exposure to alcohol during pregnancy. Women who drink alcohol during pregnancy expose their children the risk of this disability. The severity of the disability depends on the child's level of exposure to alcohol during pregnancy, where mothers who drink large quantities of alcohol during pregnancy increase the risk of severe symptoms in their children.  The common symptoms found in children with fetal alcohol syndrome include:

Facial, limb, and joint deformities

Poor memory and judgment

Learning disabilities

Poor social skills

Sensory difficulties, including hearing and vision

Heart problems and defects

Behavioral problems

Slow physical growth

To avoid the possibility of having cases of fetal alcohol syndrome, pregnant women are advised to avoid alcohol at all costs. Also, in some countries such as the United States, mothers who give birth to children with fetal alcohol syndrome are at risk of their children being taken away from them, as stated by the law. Most of the symptoms of the disability can be reversed if early intervention is considered, such as surgeries to correct heart and neurological problems.

Prader-Willi Syndrome (PWS)

Prader-Willi syndrome is a genetic disorder occurring due to a problem with a part of chromosome 15. Babies born with the disability are poor feeders at infancy. Still, the feeding habit changes at the age of two, where the kids' hunger becomes insatiable, making them unable to control their appetite. The voracious hunger leads to problems such as diabetes and obesity.  Symptoms of individuals with Prader-Willi syndrome include:

Intellectual disability (problem-solving, language, and math difficulties)

Poor muscle tone

Diabetes Obesity

Short stature

Hyperphagia

Emotional difficulties

Skin picking

Hormone deficiencies

Sleep issues such as sleep apnea

Children below the age of two tend to exhibit developmental delays, weak cry, feeding difficulties, and undernourishment. During the teenage years, Prader-Willi syndrome leads to delayed puberty, increased risk of scoliosis, and increased social skill deficiencies.  Interventions at an early age can help manage the symptoms of Prader-Willi, more so in the areas of intellectual ability of the child.

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5 Most Common Types of Intellectual Disabilities

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The common types of intellectual disabilities include autism, Down syndrome, fragile x syndrome, fetal alcohol syndrome, and Prader-Willi syndrome.

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Top 10 Tips for Teachers of Students with Hearing Loss

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Top 10 Tips for Teachers of Students with Hearing Loss

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Top 10 Tips for Teachers of Students with Hearing Loss

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Impact of Hearing Loss; Teaching Strategies; Assessment Strategies.

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Impact of Hearing Loss; Teaching Strategies; Assessment Strategies.

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According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.) People who use Australian Sign Language (Auslan) often prefer to be referred to as deaf rather than hard of hearing. They see this as a positive identity rather than a negative label.

People who have a hearing loss are either pre-lingually deafened or post-lingually deafened. People who are pre-lingually deafened have lost their hearing before they acquired language. People who are post-lingually deafened acquired their hearing loss after they acquired language. For each group the impact of the hearing loss and the degree of deafness will vary.

Some people who are pre-lingually deafened use Auslan. Many received cochlear implants early at birth. Some rely on spoken language. Many communicate with a combination of spoken language and sign language. Some have normal language and literacy development. Some may have issues with literacy. It varies greatly, so it is important to understand the needs of each individual. All these factors need to be considered when assessing the types of reasonable adjustments.

People who have a post-lingual hearing loss generally acquired their hearing loss later in life. They may or may not benefit from listening devices. Some may learn sign language as a means to diversify access to communication. As with people who are pre-lingually deafened, it is important to assess the needs of each individual before implementing any reasonable adjustments. This is because the requirements of each individual can be diverse.

Students with a hearing loss may require accommodations and assistive devices to have the best access to education. Accommodations may be as simple as preferential seating or as complex as wireless assistive listening devices in the classroom. Some will require Auslan interpreters and live remote captioning. Each learner with a hearing loss should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of Hearing Loss

The learning processes of students with a hearing loss may be affected in the following ways:

Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy.

Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth.

Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver Auslan interpreters or captioning. For some it will be in the form of listening devices. For others it will be a combination of technology that includes both listening devices and computer based software.

The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student.

Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning.

Participation and interaction in tutorials may be limited. Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage.

Some students with hearing loss coming straight from the school system have been familiar with a structured learning environment, and may require a period of adjustment when entering into the post-secondary learning environment. Communication difficulties and adjustments may lead to a level of anxiety about performing in front of others. This may affect participation in tutorials, particularly for students whose speech development has been impacted by their hearing loss.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group that includes students with a hearing impairment:

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices.

Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.

Ensure that any background noise is minimised.

Repeat clearly any questions asked by students in the lecture or class before giving a response.

Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.

It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts.

Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.

Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology - and the internet in particular - can be used to bridge many gaps.

Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible.

Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information.

In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.

Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers.

Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial. Consider tailoring these reading lists when necessary, and provide guidance to key texts.

Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many.

Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning. Consult with the providers of the service early to identify any potential changes.

Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference.

Assessment Strategies

Always consider alternative forms of assessment where necessary. Standards are not expected to be lowered to accommodate students with a disability but rather are required to give them a reasonable opportunity to demonstrate what they have learnt. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.

Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.

Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions 'signed' to them.

Related Resources

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Inclusive Teaching: Deaf and Hard of Hearing

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Inclusive teaching practices for Deaf an hard of hearing students.

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Hearing Loss Factsheet (for Schools) (for Parents) 

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Hearing Loss Factsheet (for Schools) (for Parents) - Nemours KidsHealth

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What teachers should know about hearing impairments, and how to help students who have one succeed in school.

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In addition to hearing aids and sign language, students can also benefit from several  classroom strategies used by the teacher like:
-Speak facing the student so that they can read your lips.
-Use visual aids.
-When referring to an item on the board, make sure to point at it rather than just mentioning it verbally.
-For small classrooms, arrange desks in a semicircle (https://deafculture3500.wordpress.com/ideal-classrooms/).
-When showing a video, make sure to include subtitles.
-Keep background noise to a minimum, as hard of hearing students, whether or not they are using an assistive listening device, may be very sensitive to environmental sounds, which tend to "mis" speech.

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Since Multiple Disabilities encompass several concomitant impairments that affect learning, programs that address only one impairment are insufficient and a combination of strategies is needed (exception is deaf-blindness, which has its own category).
To neutralize communication problems, assistive technology (some apps can be found here: https://www.specialeducationguide.com/pre-k-12/tools-and-research/7-apps-to-use-as-assistive-technology/) and alternative communication methods like text-to-speech technologies and sign languages can be used.
Physical therapy and occupational therapy can ease physical challenges. An assigned aid can provide assistance when functioning independently is difficult or impossible.
Hearing aid and audio books can be used for hearing impairment. Books in braille can be used in cases of visual impairment.

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In the digital age, electronics no longer provide only classroom distractions, but also fantastic educational tools. Perhaps this holds truest within the special education realm. Equipping your child or student with the right iPad and iPhone apps can enhance his or her learning process. Determining the correct app might seem overwhelming, but fear not! Below are several popular and practical apps to consider.

Speak It!: A text-to-speech app, Speak It! can help your learner read or speak. Simply copy and paste selected text and Speak It! reads the words out loud. The app highlights each spoken word so that kids can more easily follow along with the text. This $1.99 app gives a non-verbal child a voice so that he or she can interact with classmates. Just type what you want to say and Speak It! does the rest. The ability to save countless phrases adds convenience by eliminating the need to type the same phrases over and over again.

Read2Go: Read2Go corresponds with Bookshare, a digital library that makes books available to students with reading-related disabilities such as dyslexia and vision issues. The app costs $19.99 but allows you to access Bookshare's expansive library featuring over 170,000 books via your iPad or iPhone. While Read2Go requires a Bookshare membership, an award from the U.S. Department of Education Office of Special Education Programs offers free memberships to schools and students who meet certain qualifications.

Dragon Dictation: Students who have difficulty writing due to disabilities can benefit from the free Dragon Dictation app. This voice recognition technology app enables a student's iPad or iPhone to capture and document what the child says. Users rave about the app's accuracy.

Notability: People learn differently and the note-taking app Notability embraces this notion. Kathleen H. McClaskey, a digital learning consultant and reoccurring guest on the special education-focused The Inclusive Class Podcast, noted during her September 14th 2012 appearance on this program that Notability works especially well with visual learners. Additionally, those who excel through listening will certainly find the $1.99 app's audio recording component useful. Given Notability's versatility and low price, it's no surprise that Apple named the app 2012's bestselling note taker.

Talking Calculator: If a visual disability makes using a calculator difficult for your child or student, the Talking Calculator app could become your ideal solution. Talking Calculator features large colorful buttons, creating an easy-to-use interface. Plus, as the app's name suggests, the calculator talks. Put your finger on the screen and Talking Calculator tells you what button your finger hovers over. Perform a calculation and the calculator vocalizes the answer. At $1.99, Talking Calculator can change math from a dreaded subject into a fun and enjoyable experience.

Virtual Manipulatives!: Another math-related app, Virtual Manipulatives! uses visuals to effectively teach fractions, decimals and percentages. Virtual Manipulatives! ranks among the top 50 free educational apps and received honors as an Apple staff favorite.

Draw Free for iPad: When a school project entails an artistic element, consider Draw Free for iPad. General education teacher and Learn It In Five website creator Mark Barnes specifically notes that the Draw Free for iPad works well for students with fine motor skills issues. Barnes has personally seen students with disabilities succeed inside his mainstream classroom using this free app.

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Assistive Technology - Top Apps for Students with Special Needs

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In the digital age, electronics no longer provide only classroom distractions, but also fantastic educational tools. Perhaps this holds truest within the special education realm. Equipping your child or student with the right iPad and iPhone apps can enhance his or her learning process. Determining the correct app might seem overwhelming, but fear not!

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A program that analyzes the text of a document or website and provides a text-to-speech translation to the user. The program may be ineffective or experience difficulties if, for example, a pop-up were to appear on the website or the document is not formatted correctly.

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Screen Reader Demo for Digital Accessibility

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Common Presentations of Intellectual Disabilities by Age

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Common Presentations of Intellectual Disabilities by Age

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https://simplyideadotorg.wordpress.com/category/other-health-impairment/

https://www.parentcenterhub.org/ohi/

https://www.youtube.com/watch?v=26p1KuJTMzw

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

https://link.springer.com/chapter/10.1007/978-3-030-44641-3_16

OTHER HEALTH IMPAIRMENT--LENNON SPENCE

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1. Use baby steps

2. Incorporate more physical learning experiences

3. Start a feedback book or chart

4. Encourage music in the classroom

5. Provide visual stimulus

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Students with visual impairments often require more direct and hands on learning experiences. The technologies mentioned earlier can help but the teacher can do things to make learning easier as well. If possible it is great to prep your visually impaired student before class. Let the student know what will be happening and let them prepare for it. Braille should be provided and extra time given on readings, to allow the student to catch up if needed. When giving examples of things, teachers should always use the same vocabulary to help the student picture what they speak of. Examples of this would be size, texture or what it feels like, the objects behavior and movements, and what it sounds like. If possible, a teacher should always try to provide hands on materials to the student, giving them different means of learning. Hopefully with these tips, the technologies available, and a teachers own problem solving skills, teaching a visually impaired student should be very manageable.