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DCD means a condition resulting in significantly below average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming.

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Developmental Cognitive Disability (DCD) is defined as a condition that results in intellectual functioning significantly below average and is associated with concurrent deficits in adaptive behavior that require special education and related services.

Access resources addressing the needs of students with Developmental Cognitive Disabilities (DCD) including students labeled DCD Mild-Moderate and DCD Severe-Profound. For current Minnesota language regarding DCD, use the link under offsite resources to view Minnesota Rules, Chapter 3525.1333.

A 2020 public opinion poll from the Minnesota Governor's Council on Developmental Disabilities, regarding attitudes Minnesotans hold toward persons with developmental disabilities, showed improved attitudes about supporting families, school inclusion and the right to vote in the last 58 years. The published results indicate areas of positive changes as well as areas that are of ongoing concern. Use the Related offsite resources link on the right to view the results.

Person-Centered and Positive Behavior Support Practices

Person-centered practices are a way of assuring that people with disabilities have the same rights and responsibilities as other people, including having control over their lives, making their own choices and contributing to the community in a way that makes sense to the person. Read more about specific person-centered practices with training opportunities.

Positive Behavioral Interventions and Supports (PBIS) implementation is a state-initiated project identified in Minnesota's Olmstead Plan as a strategy for increasing the percentage of students with disabilities receiving education in the most integrated setting. Read more information about the Minnesota Department of Education PBIS Initiative.

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Developmental Cognitive Disability (DCD) is defined as a condition that results in intellectual functioning significantly below average and is associated with concurrent deficits in adaptive behavior that require special education and related services. Access resources addressing the needs of students with Developmental Cognitive Disabilities (DCD) including students labeled DCD Mild-Moderate and DCD Severe-Profound.

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To qualify for special education services in the category of Deaf or Hard of Hearing (D/HH), a child must have impairment in hearing which: is so severe that the child is impaired in processing linguistic information through hearing with or without amplification, or is permanent or fluctuating, and adversely affects the child’s development or educational performance. - Eligibility-guidelines-deaf-or-hard-of-hearing-2.1.2021.pdf. (n.d.-c). https://cdn.education.ne.gov/wp-content/uploads/2021/08/Eligibility-Guidelines-Deaf-or-Hard-of-Hearing-2.1.2021.pdf

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The IDEA's Special Education Categories: Hearing Impaired

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Symptoms in babies include:

not being startled by a loud noise

only noticing you when they see you and not when you say their name

appearing to hear some sounds but not others

not responding to or turning toward a sound source after they’ve reached 6 months of age

not saying simple single words by 1 year of age

Symptoms in children can include:

having unclear speech or talking very loudly

often replying with “huh?” or “what?”

not responding to or following directions

a delay in speech development

turning up the volume too high on the TV or headphones

Symptoms in adults can include:

feeling like speech and other sounds are quiet or muffled

having trouble hearing other people, particularly in noisy surroundings or when more than one person is speaking

frequently needing to ask others to repeat themselves or to speak more loudly or slowly

having to turn the volume up on your TV or headphones

Seladi-Schulman, J. (2020, March 17). Hard of hearing vs. deaf: Differences, symptoms, treatment. Healthline. https://www.healthline.com/health/hard-of-hearing#symptoms

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Understanding the Causes of Hearing Loss

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How DHH disabilities affect students in the classroom:

DHH students -

Delayed speech and language skills

Learning problems in school

Feeling bad about themself

Having trouble making friends

Peers of DHH students -

Difficulty communicating

Not knowing how to socialize with DHH students

Not knowing appropriate accommodations (eye contact while speaking, ASL, Hearing amplifications, etc)

American Speech-Language-Hearing Association. (n.d.). Effects of hearing loss on development. American Speech-Language-Hearing Association. https://www.asha.org/public/hearing/Effects-of-Hearing-Loss-on-Development/

Hands & voices. Hands & Voices :: Socialization. (n.d.). https://www.handsandvoices.org/needs/socialization.htm

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Unauthorized reproduction without written consent is prohibited
Most deaf and hard-of-hearing children are born into hearing families and hearing communities. Since deafness and hearing loss affect a child's ability to communicate, and communication is necessary for socialization, you may worry that your child will have difficulties developing relationships with family members, making friends, and participating in social activities. These are legitimate concerns, since your child is likely to be the only one in the neighborhood and their school who is deaf/hard-of-hearing. (d/hh) However, parents do not have to be weighed down by these concerns. Educating yourself will be the first step to ease the fear, and will ultimately help you support the development of your child's self-esteem and social confidence.

What impact will this have on my child's social development?

Will my child have friends?

Will he/she be teased?

Will he/she play sports?

How will I ever leave my child in daycare?

Will my child...?

These are some of the many questions that may run through parents' minds when their child is first identified with a hearing loss. For many parents, hearing loss until now was associated with "older" people, not babies. If parents have no knowledge of deafness/hearing loss, the news may be distressing and will undoubtedly be life-changing.

Getting started: Where can I find the information I need?

Fortunately, parents can obtain helpful information from a wide variety of sources such as:

Internet

Health professionals (audiologist, pediatrician, etc.)

Early intervention specialists (speech therapists, ASL instructors, early childhood educators, etc.)

Primary and secondary educators of deaf and hard-of-hearing students

Organizations that focus on deafness and/or hearing loss (Hands & Voices, State Association of the Deaf, AG Bell, State School for the Deaf, Self Help for Hard of Hearing (SHHH), Commission for the Deaf/HH etc.)

List-serves that provide periodic information via e-mail

Books and journals

Taking the next step: Finding people who have "walked the walk."

Sources of information you refer to initially for more technical purposes may also point you in the direction of resources such as other families who have children with hearing loss, deaf/hard-of-hearing role models, and programs and services specific to the needs of their family. When your family is ready, meeting other families with children who are deaf/hard of hearing and meeting deaf/hard of hearing adults can relieve some of your anxieties and can help you feel less alone in the experience. Paul Ogden writes,

"When you do feel ready, here are some people to seek out:

Other parents of deaf or hard of hearing children-parents who will have experiences to recount and resources to tell you about, as well as warnings of what or whom to avoid.

Deaf adults-people who can help you understand the realities of deafness and the way it shapes the perspectives of deaf people. "Meeting deaf adults will acquaint you with the world and culture of deaf people, and it will bring role models into your child's world-a factor whose importance, right from the start, cannot be overstated". (Ogden, P. 1996, The Silent Garden: Raising Your Deaf Child)

Facilitating positive social experiences: The early years.

"As loving parents, we don't want to see our child get left out or miss an opportunity to make a friend. It's very tempting to jump in and 'smooth out' any communication challenges that pop up in front of us."

Early on, parents will play a crucial role in helping their child feel comfortable in social situations. Keep in mind though; a child may have a natural tendency to be outgoing or a natural tendency to be shy. In other words, being shy may not be a "deaf/hard of hearing" characteristic; the child may just be shy.

A first step in encouraging independence in social situations is leaving your child with a trusted care-giver. If a neighbor, friend, grandparent volunteer to watch your child, accept the offer. Children are very good at letting people know their wants and needs. if you have chosen to sign with your child, and you are concerned that the caregiver doesn't know any sign language, leave a simple sign language book. A parent can even make their own book with signs their child uses. If there are certain techniques your family uses to get your child's attention, let the caregiver know. If you are comfortable leaving your child, your child will be comfortable.

Although babies and young children socially interact most frequently with family members, children in daycare settings and playgroups will also have significant social relationships with other adults and children. Parents faced with finding a child care or preschool setting for their deaf or hard-of-hearing child may wonder if communication difficulties will affect the quality of care and the relationships their child will develop with their teachers and peers. Caregivers do not necessarily need to have previous experience with a deaf or hard-of hearing child in order to provide a nurturing and positive environment, but it is important to find a child care setting that is open to and enthusiastic about welcoming your child with hearing loss. When deciding on a child care setting, there are some important questions to consider that will have a direct impact on your child's social interactions. These are:

If my child uses amplification (hearing aids, cochlear implant, fm-system), is the caregiver comfortable with and willing to learn about the technology? Will they be committed to helping ensure that my child is using the amplification consistently according to my directions?

If my child uses sign language (either exclusively or in combination with other communication methods), is the caregiver willing to learn sign language and, if applicable, teach it to other children in the child care setting?

What are the acoustics like in the setting? Are the floors carpeted? How many children are in one space at a time?

Does the caregiver recognize the need to both accommodate my child's special needs as well as foster an environment where my child is included and accepted by the other children?

According to Solit and Bednarczyk (1999), there are three important objectives of an inclusive program (one that includes hearing peers):

1) to create a social environment that facilitates acceptance of children who are deaf and hard of hearing by children who can hear; 2) to support and encourage friendships between children with and without hearing losses; and 3) to provide opportunities for children using different languages and communication modes and from different cultures to learn from each other.

Other social situations that offer good exposure could be story-time at the library, music class at the local recreation center, the nursery at church or the gym.

"What are those things in your ears?"

It's an inevitable question and it is one your young child will be asked frequently by curious peers. Children should feel comfortable discussing hearing loss with friends and peers. In the early years the parent will be the model. When other children or adults ask about your child's hearing aids, their hearing loss, why they use sign language etc, answer the questions. If a parent feels uncomfortable discussing hearing loss, the child will feel like it is a bad thing. If your child learns to answer the questions, it will help develop their own sense of self.

2-year-old Sally and her mother Liz were in the grocery store putting apples in a bag, when a little boy passing by with his father asked Liz, "What are those things in her ears?" The boy's father looked embarrassed and whispered "sorry" to Liz. Liz smiled at the boy and replied, "Those are Sally's hearing aids." "Oh, said the boy, what do they do?" Liz replied, "Well, it is a little bit like the glasses I'm wearing glasses to help me see more clearly. Sally's hearing aids help her to hear better."

Running interference: Knowing when to step in, and when to step back.

As your child grows older, initiate play dates with hearing and deaf/hard of hearing children. Your deaf/hard of hearing child will enjoy play dates just as your hearing children will. Allow the children to interact on their own; the temptation may be to make the interaction better, but often parents ruin the fun. Use this time to observe. If you see room for improvement in social skills, role play with your child later during playtime. Anticipate new situations and play it out beforehand.

Sometimes it is necessary to involve yourself in a situation, but think before you do. Will this help right now or can it wait?

Sammy, a seven year old boy with a severe-profound hearing loss was playing in the sprinkler with his good friend seven year old Jessie who is hearing. Jessie is learning sign language and always makes sure Sammy is watching her before she talks/signs. Because they were playing in the water, Sammy was not wearing his hearing aids. He wasn't looking at Jessie, and she kept calling/signing his name waiting for him to turn around. Sammy's mom was watching. Realizing Jessie was becoming frustrated, Sammy's mom explained that without his hearing aids Sammy can not hear anything so Jessie would need to tap him -calling his name would not work. She also explained to Sammy that he would need to be aware that he didn't have his hearing aids on. They played in the water the rest of the summer; Jessie knew how to get Sammy's attention and Sammy knew to be aware of what was happening around him..

Mom chose to intervene because Jessie always made such an effort to communicate effectively with Sammy. Had she waited until later Jessie would have been frustrated and the learning opportunity would have been gone.

5-year-old Daniel arrived with his mother excited to start kindergarten. He didn't know anyone attending the school, but he told his mother he wasn't afraid. Mom was worrying about Daniel making friends in his mainstream classroom because of his first language was sign language and his speech was a bit difficult to understand. As Daniel entered the classroom, a boy came up to him and said "Hi, I'm Alex. What's your name?" There was a pause, and Alex and Daniel just looked at each other. Daniel's mom wanted to jump in and facilitate the interaction, but just as she was about to, Daniel said and signed, "Hi! I'm Daniel. Do you want to go over and play with the dinosaurs?" Alex nodded and they headed over to play.

Sometimes it's hard to wait and see what will happen. As loving parents, we don't want to see our child get left out or miss an opportunity to make a friend. It's very tempting to jump in and "smooth out" any communication challenges that pop up in front of us. Perhaps it's not so surprising, but left to their own devices, children will usually find a way to communicate with each other. It is better in the long run if a child's interactions with peers are his or her own rather than via a parent.

Maintaining and strengthening social ties

Don't let summer be a down time for your child. Initiate a summer-play group with your child's friends/peers from school. If possible set up group swim lessons, soccer lessons, gymnastics classes, music classes, etc. for your child and deaf/hard of hearing peers. If children continue to see each other during the three month summer break, when school starts in the fall, they will not have to restart the bonding process again. This time also gives parents a chance to visit and network. If you have set up group lessons with an interpreter, spread the word to other families with deaf/hard of hearing children. This will be a way to broaden your families' network of deaf/hard of hearing individuals.

A group of parents from a deaf/hard of hearing preschool set-up a summer playgroup schedule before school let out. The families rotated houses. Whoever hosted was responsible for snack and an activity. The other parents stayed, but they were able to visit. The host was in charge of the kids, and unless he/she needed help the other parents were off duty. The children looked forward to play- group as did the parents. The children strengthened their friendships, were exposed to different adults, and the parents had a great opportunity to strengthens their friendships. When school started in the fall, the teacher commented there was a noticeable difference in the children. The children didn't need any adjustment period; they were ready to start back again as if there had been no break. The parents continued to meet weekly for coffee.

Getting technical: Writing social objectives into the IEP

Once your child enters school the social piece will need to be addressed. The ability to communicate effectively with other peers whether the peers are hearing, deaf or hard of hearing will need to be addressed in your child's IEP, as will effective communication with adults your child will meet at school. The school placement you have chosen will influence the direction of the IEP. Children in a center based program or a school for the deaf will have more opportunity to interact with peers and adults using the same mode of communication. This is not to say this issue does not need to be addressed. Regardless of their preferred communication mode, deaf or hard-of-hearing children attending a mainstream program may not have the opportunities to interact with other deaf/hard-of-hearing peers or adults. Some deaf/hard-of-hearing adults, who in general felt positive about their experience in mainstreamed education, have said that they would have benefited from more opportunities to interact with other deaf or hard-of-hearing individuals. Within the IEP different goals can be addressed as to how to facilitate interactions. Some examples are:

Becoming an on-line(e-pen) pal with another student who's deaf or hard of hearing.

Networking mainstreamed students to center-based or state deaf residence schools for opportunities to gather socially.

Connecting to a state role model program, if available.

Many teachers believe that discussing information with friends and other peers enhance learning. Brenda Schick, a researcher and professor from the University of Colorado explains, "It seems reasonable that a child's IEP should reflect the goals that schools have for all children regarding social cognition and learning the language of discussion and debate."

Children learn better when they are able to work with friends and interact with friends in the classroom. Group projects will be better completed when children work with real friends rather than with non-friend peers. Schick says, "With peers, children can argue, negotiate, and figure it all out. Some researchers have speculated that these life skills come more from peer interactions than through interactions with adults. And those language skills are absolutely essential."

Facilitating social competence: Challenges and ideas

Hearing children pick up a lot of information indirectly. This is called passive or inferential learning. Because deaf/hh children do not overhear conversations occurring around them, they will miss information that other children just seem to know. This can cause a feeling of isolation at school. In the cafeteria or on the playground children will discuss what they will do when they're finished with lunch, the most popular new video game, the new rules for kick ball for Tuesday, etc. Kids move fast and change topics quickly. How can a deaf/hh child keep up.? Do they have a good friend or two who keeps them caught up?

Tommy, a hard of hearing child, attending a mainstreamed program at his neighborhood school was very happy entering in to first grade. He had attended kindergarten at the same school, and children he had been friends with were placed in his class. After a couple weeks of school, he told his mom, his friends were still his friends but not after lunch or at recess. She found this puzzling so she observed off and on for a week. She realized her son was missing the other children's plans. When they decided to change an activity, her son missed the change or the new rule. The kids just expected you to follow along if you wanted to play. The mother addressed this with the teacher and set-up a plan. They pulled three of his friends and asked if they would make sure Tommy knew when the activity was changing and when the rules were changing. They also addressed with Tommy how things are on a playground--fast. The kids tried hard, and there were ups and downs, but as they progressed into higher grades the kids continued to relay information to Tommy and eventually Tommy was helping to change the rules. Mom asked every year that certain kids move on to the next class with her son. He had developed some meaningful friendships and she knew the importance of this.

As your child grows and desires more independence, the best way to help them become comfortable and happy in social situations is to do things that are mostly behind the scenes, but which facilitate communication and increase your child's ability to obtain information. There are many activities where relatively simple accommodations could make all the difference in terms of allowing your child to participate more fully in the experience. Some examples are:

Find out which movie theaters in your community offer closed captioning or open captioning. If your child would like to see a movie with friends that is not being offered there, help your child request the film.

Encourage family and friends to turn on the closed captioning on their television sets when you go over to visit.

If your child has an fm-system, be sure that it is used on field trips - if someone is leading the class on a tour, ask the tour guide to wear it.

If your child uses sign language, arrange for an interpreter for activities such as theater performances, swim and other types of lessons, and story-telling or poetry readings. This is sometimes easier if a group of parents approaches the event or community center and makes the request. And if you do have an interpreter coming for an activity, be sure and spread the word so other families can participate.

Similarly, if your child uses sign language and would like an interpreter, arrange for one to be at important family gatherings, such as weddings, funerals, and family reunions. Although this may be an additional expense, it could help your child feel more a part of the experience and more connected to the family.

Technology is available that can facilitate communication and which is often very popular among young people who are deaf and hard-of-hearing. Consider the options, and when appropriate, provide your child with some of these helpful tools (e-mail, pagers/text-messaging, TTY).

In conclusion.

Deafness/hearing loss affects communication, and communication is crucial for developing social relationships. However, you can be sure that your deaf or hard-of-hearing child will find ways to express themselves and reach out to others and friendships will form. Perhaps these friendships may be different in some ways from those you had as a child, or from those that your hearing children have, but if your child is happy, confident, and has enriching relationships, that is what is important.

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Download Full Article ] [ Download Condensed Version ] Unauthorized reproduction without written consent is prohibited Most deaf and hard-of-hearing children are born into hearing families and hearing communities. Since deafness and hearing loss affect a child's ability to communicate, and communication is necessary for socialization, you may worry that your child will have difficulties developing relationships with family members, making friends, and participating in social activities.

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Treatment options:

Hearing aids: Hearing aids are small devices that sit in the ear and come in a variety of types and fits. They help amplify sounds in your environment so that you can more easily hear what’s going on around you. (This will be discussed with the student's parent and doctor)

Other assistive devices: Examples of assistive devices include captioning on videos and FM systems, which use a microphone for the speaker and a receiver for the listener. (This should be discussed if the student has a diagnosis from the doctor and the AT department at your school - FM systems will depend on the type of hearing loss and the availability within the district)

Cochlear implants: A cochlear implant may help if you have more severe hearing loss. It converts sounds into electrical signals. These signals travel to your acoustic nerve, and the brain interprets them as sounds. (This will be discussed with parents and doctors. This is an invasive surgery that will need careful discussion. If the student does have a cochlear implant, it will be important to have AT part of the school discussion with appropriate accommodations)

Surgery: Conditions affecting the structures of your ear, such as the eardrum and bones of the middle ear, can cause hearing loss. In these types of cases, doctors may recommend surgery. (This could be 'tubes' in the eardrum to prevent fluid build-up)

Earwax removal: A buildup of earwax can cause temporary hearing loss. Your doctor may use a small tool or suction device to remove earwax that’s accumulated in your ear. (If the students just started experiencing some symptoms of hearing loss, this should be the first course of action. It will be important for teacher/parent communication if the teacher starts noticing these symptoms.)

Strategies:

Slow down the pace of instruction

Repeat instructions/directions

Use body language and good facial expressions

Do not place anything in the way of mouth while teaching

Speak towards the student

Seat the student for their best advantage

Minimize background noise

Accommodations:

Interpreters

Speech-to-text services

Assistive listening devices

Note takers

Captioned media

Frequent breaks

Extended time

Scribes

Access & Accommodations. National Deaf Center. (2024, January 17). https://nationaldeafcenter.org/resources/access-accommodations/

Seladi-Schulman, J. (2020a, March 17). Hard of hearing vs. deaf: Differences, symptoms, treatment. Healthline. https://www.healthline.com/health/hard-of-hearing#treatment

Tips for teaching students who are deaf or hard of hearing. UTSA. (n.d.). https://www.utsa.edu/disability/faculty-staff/tips-teaching-deaf.html#:~:text=Slow%20down%20the%20pace%20of,the%20back%20of%20the%20room.

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

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Visual Phonics Lesson

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Sit in on a visual phonics lesson in the Deaf/Hard of Hearing classroom

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Cognitive challenges:

Memory problems: Students display issues with long-term and short-term memory.

Maintaining Focus: Student struggles to pay attention and stayed focused

Slower processing speed: Taking longer to understand and respond to information

Executive Function deficit: Student is unable to solve problems, organise or plan

Psychical Challenges:

Fatigue and stamina issues: Student gets tired easily and requires frequent breaks

Sensory sensitivities: Becomes agitated quickly with bright lights and loud noises

Coordination and balance problems: Difficulty with physical activities for instance riding bikes and physical education

Behavior and Emotional Challenges:

Mood swings and emotional dysregulation: Inappropriate behaviour that can lead to aggressive behaviour

Reduced stress tolerance: Emotional outbursts when there is uncertainty

Changes in social skills: changes in relationships with family members and friends, struggle with social skills.

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What Teachers Should Know

A severe traumatic brain injury (TBI) is damage to the brain caused by an injury that changes the way the brain normally works. Concussions are sometimes called mild TBIs, and most have a temporary effect on brain function. Severe TBIs usually have longer-lasting effects.

Severe TBIs can cause temporary or permanent impairments in:

memory and attention

coordination, balance, and mobility

language and communication skills

hearing, vision, touch, smell, and taste

emotions, resulting in depression, anxiety, aggression, poor impulse control, and personality changes

Severe TBIs can affect all aspects of students' lives, including:

relationships with family, friends, classmates, and teachers

how they learn and participate in classroom and extracurricular activities

Students with TBI may:

have short- and long-term memory loss

need frequent breaks due to inability to concentrate for long periods of time

require seating accommodations or assistive devices in the classroom

need help and/or extra time getting to other classes

struggle with writing, reading, and other academic tasks they used to be able to do

have seizures or other neurological changes

seem depressed, anxious, or show aggressive or inappropriate behaviors

miss classroom time for medical appointments and to visit the school nurse for medicine

benefit from individualized education programs (IEPs) or 504 education plans

need extra time to complete homework and assignments

What Teachers Can Do

The effects of a TBI vary from person to person. Speak with your student's parents or guardians, the school counselor or psychologist, and special education staff to find ways to customize your instruction.

Students with TBIs often face a long-term healing process. To help students with problems related to concentration, organization, and memory, you can:

reduce distractions in the classroom

break assignments into smaller tasks

repeat and review assignments and have students write them down

provide a checklist of tasks to complete each day

give extra time for tests and assignments

Date reviewed: November 2019

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Severe Traumatic Brain Injury Factsheet (for Schools)

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A severe traumatic brain injury (TBI) is damage to the brain caused by an injury that changes the way the brain normally works. Concussions are sometimes called mild TBIs, and most have a temporary effect on brain function. Severe TBIs usually have longer-lasting effects.

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A Traumatic Brain Injury (TBI) is the result of an external mechanical force to the head, which can cause temporary or permanent damage to the brain, leading to impairments in cognitive, physical, and psychological functions Traumatic brain injury: Overview. (2022, May 10). Medscape. https://emedicine.medscape.com/article/326510-overview

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Reduce/differentiate workload for the student

Provide student with extra time for assignments

Preferential seating in a quiet area of the classroom

Use of assistive technology like speech-to-text software

Brain breaks during the day to rest and recharge

Sensory corner to self-regulate

Use social stories to reteach social skills

Be aware of medications, changes in medications, and potential side effects."

"Consult with experts on a regular basis to problem-solve physical difficulties and alert experts of any changes." Texas Education Agency. (n.d.). Accommodations and strategies. Retrieved from https://spedsupport.tea.texas.gov/resource-library/understanding-traumatic-brain-injury/accommodations-and-strategies

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American Sign Language Lesson

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ASL Lesson 8 Lesson Plan for 1st - Higher Ed

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This ASL Lesson 8 Lesson Plan is suitable for 1st - Higher Ed. Another awesome ASL lesson plan! Teach ASL to a special ed class, hearing impaired child, or for your own enrichment. This lesson plan provides comprehensible ASL language development.

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Create a quiet area for the student

Provide them with noise canceling headphones to reduce distractions

break assignments into smaller tasks

Provide student with graphic organizers

repeat instructions and review assignments.

Provide student with a checklist

give extra time for tests and assignments

"Demonstrate new tasks, and provide examples, charts, and other graphic cues when possible to illustrate ideas and concepts."

"Provide ample time for task completion. Students with traumatic brain injuries often need extra time to process information and complete tasks as well as to respond to verbal cues and instructor questions."

"Encourage the use of schedules, checklists, and notebooks to assist in organizing daily information."

Provide students with breaks

"Allow students to tape record lectures."

Flexible seating arrangements for the student.

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What is Traumatic Brain Injury?

Students with traumatic brain injuries are becoming increasingly more prevalent. Brain injury can result from two types of trauma: 1) external events, such as closed head trauma or an object penetrating the brain; or 2) internal events, such as cerebral vascular accidents, tumors, ingestion of toxic substances, hypoxia, or infections of the brain. These students often exhibit one or more of the following symptoms: short-term memory problems, serious attention deficits, behavior problems, problems of judgment, and serious anxiety attacks.

Demonstrate new tasks, and provide examples, charts, and other graphic cues when possible to illustrate ideas and concepts.

State instructions clearly and go over each step to make sure the student understands instructions.

Paraphrase information to help with recall.

Review and summarize often.

Repeat all key points.

Provide ample time for task completion. Students with traumatic brain injuries often need extra time to process information and complete tasks as well as to respond to verbal cues and instructor questions.

Encourage the use of schedules, checklists, and notebooks to assist in organizing daily information.

Break assignments into smaller parts. Break complex tasks down into steps.

Be prepared for reduced stamina and increased fatigue.

Allow students to tape record lectures.

Assist student in obtaining a note taker.

Have the student sit in the front of the class: this helps with attention, concentration, and also minimizes distractions.

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Teaching Strategies Traumatic Brain Injuries - Walters State Community College

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Walters State Community College offers teaching strategies for working with students who have traumatic brain injuries.

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Collaboration and Communication

Develop an Individualized Education Program (IEP)

Regular meetings and communication between teachers, parents, and medical providers

Support staff with training on TBI for better understanding and to implement support strategies

Teaching students about TBI for better understanding

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Relevant Example- Occupational Therapist report on a minor who sustained mild TBI

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Relevant Example- Occupational Therapist report on a minor who sustained mild TBI

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The minor in this case was involved in an accident when he was 5 years old. The minor was hit by a car when he was walking on the side of the road. He only reported that the car drove over his foot which resulted in chronic pain over the years. The minor started displaying signs of a TBI a year after the accident: he is failing in school, struggles to concentrate, can't finish his work, can't regulate his emotions and is impulsive etc. This minor has undergone several medical appointments which is then reviewed by an Occupational Therapist who is able to recommend and accommodations and modifications for the minor currently in school and at home. She also takes into account future medical expenses and provides a list of testing and reasons for inclusion.

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ADHD is a disorder that is an ongoing pattern that affects inattention hyperactivity-impulsive and affects the function of development.  People that have ADHD no matter if they are adults or children experience the following symptoms: Inattention which is where the person has  hard time staying on task, staying organized and focusing; hyperactivity is where a person is constantly moving around and cannot sit still, needs fidgets or talks a lot.  Adults this could be adults talk to much and cannot stop; Finally, impulsivity is where the person acts without thinking and has a hard time with self-control.  Some people have a delay in in appreciation.  Other people have to make important decisions and do not think of the consequences that may or may not be their for-discipline purposes.  These types of people should think before they speak and think, if I say this will there be a good or bad consequence and if it is a bad consequence then you should not say it.

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National Institute of Mental Health (NIMH)

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are the signs and symptoms of ADHD?

What are the risk factors of ADHD?

How is ADHD treated?

How can I find a clinical trial for ADHD?

Where can I learn more about ADHD?

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Learn about attention-deficit/hyperactivity disorder, including signs and symptoms, risk factors, treatments, and tips for staying organized with ADHD.

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Intellectual Functioning Deficits: Struggles with understanding complex concepts and problem-solving.

Memory Issues: Difficulty retaining information and following instructions.

Language and Communication Delays: Problems with understanding and using language.

Social Skills Deficits: Difficulty understanding social cues and maintaining relationships.

Adaptive Behavior Deficits: Challenges with daily living skills and independence.

Attention Deficits: Trouble focusing and easily distracted.

Motor Skills Delays: Poor coordination and difficulty with physical tasks.

Behavioral Challenges: Increased likelihood of tantrums, aggression, or withdrawal.

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Learning Environment: The need for additional support can impact the teacher’s ability to attend to all students equally.

Social Dynamics: Peers may need to adapt their behavior, which can lead to positive inclusive behavior or frustration and exclusion.

Collaborative Work: Group activities might require adjustments and extra support, potentially slowing down the pace of work.

Classroom Disruption: Behavioral challenges can disrupt the learning environment for everyone.

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The team shall determine that a pupil is eligible as having a DCD and is in need of special education instruction and related services if the pupil meets the criteria in items A and B.

A. The pupil demonstrates below average adaptive behavior in school and home, and, if appropriate, community environments. For the purposes of this item, "below average" means:
1. a composite score at or below the 15th percentile on a nationally normed, technically adequate measure of adaptive behavior; and
2. documentation of needs and the level of support required in at least four of the seven adaptive behavior domains across multiple environments. Systematic observation and parent input must be included as sources to document need and level of support. All of the following adaptive behavior domains must be considered:

(a)daily living and independent living skills;

(b)social and interpersonal skills;

(c)communication skills;

(d)academic skills;

(e)recreation and leisure skills;

(f)community participation skills; and

(g)work and work-related skills.

Other sources of documentation may include checklists; classroom or work samples; interviews; criterion-referenced measures; educational history; medical history; or pupil self-report.

B. The pupil demonstrates significantly below average general intellectual functioning that is measured by an individually administered, nationally normed test of intellectual ability. For the purposes of this subitem, "significantly below average general intellectual functioning" means:
1. mild-moderate range: two standard deviations below the mean, plus or minus one standard error of measurement; and
2. severe-profound range: three standard deviations below the mean, plus or minus one standard error of measurement.
Significantly below average general intellectual functioning must be verified through a written summary of results from at least two systematic observations with consideration for culturally relevant information, medical and educational histories, and one or more of the following: supplemental tests of specific abilities, criterion-referenced tests, alternative methods of intellectual assessment, clinical interviews with parents, including family members, if appropriate, or observation and analysis of behavior across multiple environments.

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Incorporate multi-sensory activities that engage multiple senses (sight, sound, touch) to enhance learning.

Use hands-on activities and manipulatives to reinforce concepts.

Break tasks into smaller, manageable steps to avoid overwhelming the student.

Assign peer mentors who can provide guidance and assistance.

Use simplified and visually supported materials.

Provide visual aids and gestures to support understanding.

Allow extended time for tests and assignments.

Use alternative assessment methods, such as oral presentations or projects, instead of written tests.

Develop programs that have universal appeal.

Do not underestimate people with developmental disabilities.

Use universal or easily recognizable graphic representation on signage.

Maintain a barrier-free facility, with easily manipulated door handles and doors, restroom fixtures, and water fountains.

Talk directly to the patron, rather than a caregiver.

Listen and be patient.

Give concrete directions.

Demonstrate as well as tell.

Provide appropriate materials immediately. Provide opportunities to try things rather than simply explaining a given task.

Do not combine excessive instructions into a wordy command. Break instructions into steps, and relay steps individually.

Provide positive reinforcement to employees, and answer questions quickly.

Involve patrons in clubs or group activities that are age/interest appropriate.

Provide quiet and/or private spaces for people to process information or compose themselves.

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Supporting Kids with Intellectual and Developmental Disabilities I Parentalogic

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Software programs, such as vocabulary- and communication-building skills, for example, those designed by Laureate Learning and by the Attainment Company.

Touch screens that enable the user to respond by simply touching the screen.

Screen readers.

A variety of input devices such as Intellikeys, an alternative keyboard that is easy to see, touch, and understand, or the Jelly Bean switch, a large, durable, single switch that activates regardless of where the user presses and provides audible feedback.

Voice input and output devices.

Augmentative and alternative communication (AAC).

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https://storylineonline.net/

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Copy of Paul Bunyan DCD Scope and Sequence.docx

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Developmental, Cognitive, and Intellectual Disabilities

Northland Learning Center

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Developmental Cognitive Disabilities - Forest Lake Independent School District 831

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Developmental Cognitive Disabilities - Forest Lake Independent School District 831