# data[].attributes.body
About idea. Individuals with Disabilities Education Act. (2024, March 27). https://sites.ed.gov/idea/about-idea/

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Perceptions and expectations of youth with disabilities (NLTS2). Institute of Education Sciences (IES) Home Page, a part of the U.S. Department of Education. (n.d.). https://ies.ed.gov/ncser/pubs/20073006/tables/table_a5.asp

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Section 504 of the Rehabilitation Act of 1973 - Pacer Center. PACER Center - Champions for Children with Disabilities. (n.d.). https://www.pacer.org/parent/504/?gad_source=1&gclid=CjwKCAjw5v2wBhBrEiwAXDDoJSWHsxIs8wnO3cPj3aGAshJCAsCl5Zasr48O4uStHwJ7PbTmBoM9JRoCeG4QAvD_BwE

# data[].attributes.body
Characteristics:

lack of problem solving skills

delayed or slow learning

difficulty understanding social expectations

struggle taking care or themselves

Instructional Strategies:

teach adaptive skills

create a calm and structured learning environment

use supplementary aids/services

use visual instructions

review concepts

create a consistent routine

# data[].attributes.body
Characteristics:

inconsistent eye contact

difficulty holding and creating conversations

talking at length about favorite subject

unusual tone of voice

trouble seeing others point of view

difficulties adjusting to change

unusual behaviors

Instructional Strategies:

stay calm and positive

provide quiet corners

situational seating

visual aids

establish routines

incorporate sensory tools

provide noise canceling headphones

# data[].attributes.body
Characteristics:

cannot hear well enough to use hearing as a key learning channel

can't process linguistic information

hard of hearing

some residual hearing

Instructional Strategies:

provide hearing devices

make sure they can read lips

write down notes

seat close to teacher

# data[].attributes.body
Characteristics:

most partially sighted (some useful vision)

little to no useful vision

same range of intellectual ability as other students

Instructional Strategies:

large print

yellow paper

draw bigger

darker lines

double space to write on

puffy paint

wicky sticks

# data[].attributes.body
Characteristics:

limbs are affected

full range of intellectual functioning

Instructional Strategies:

open space to get around

easy access to supplies

support doing work

# data[].attributes.body
Characteristics:

often have intellectual disabilities

often have physical or sensory impairment

challenge with communication

lack of adaptive behaviors

Instructional Strategies:

support while communicating

teach life skills

modify curriculum

# data[].attributes.body
Characteristics:

limited strength

fatigue

mobility issues

coordination difficulties

muscle weakness

inability to concentrate

Instructional Strategies:

extended time

simplify tasks

assign seating close to teacher

post schedules

create structure and consistency

assisting technology

# data[].attributes.body
Characteristics:

daydreaming

forgetting/losing personal items

overly active

talking out of turn

make silly or risky mistakes

acting on impulses

having difficulty interacting with others

Instructional Strategies:

behavior interventions

parent education

academic interventions

environmental supports

# data[].attributes.body
Characteristics:

difficulty with pencil pressure

inconsistent handwriting size

directional errors

struggle combing processes

difficulty with two handed tasks

difficulty with sequential steps

problems with coordination

Instruction Strategies:

letter identification

directional modeling

imitation

discussion

graph paper

copy-cover-compare

say-trace-write

# data[].attributes.body
Characteristics:

difficulty recalling numbers

delayed learning to count

lose track in counting

struggles with math homework

difficulty reading clocks

Instructional Strategies:

visual examples

uncluttered worksheets

review often

color code concepts

reduce the number of problems assigned

work in short time intervals

# data[].attributes.body
Characteristics:

hyperactive

aggressive tendencies

emotional deregulations

socially withdrawn

unhappiness or depression

physical fears

Instructional Strategies:

provide choice making opportunities

review content

personalized instruction

work intervals

reward positive behavior

# data[].attributes.body
Characteristics:

memory loss

difficulty concentrating

fatigue

slurred speech

mood swings

change in sleep patterns

cannot problem solve

difficulty completing taks

Instructional Strategies:

dim lighting

quiet space with little activity

create a routine

create high and reasonable expectations

use patience

modify activities

independent work

scribing

tracing over letters/numbers

# data[].attributes.body
Characteristics:

difficulty pronouncing words correctly

slurring

hoarse/nasally voice

no inflection

volume too high or low

stuttering

slow speech

uneven/jerky rate in speech

unable to understand verbal information

trouble following verbal directions

difficulty understanding figurative/complex language

Instructional Strategies:

model correct language

minimize peer pressure

encourage listening

teach listening skills

expand student language

provide meaningful contexts for practicing speech/language

# data[].attributes.body
Characteristics:

typically not totally deaf and blind

often have other intellectual disabilities

some can be gifted

Instructional Strategies:

support for communicating

support with moving around

# data[].attributes.body
Characteristics:

extraordinary knowledge

curiosity

keen memory

unusual ability to concentrate

advanced comprehension

skilled problem solving

advanced abilities

Instructional Strategies:

curriculum compacting

acceleration

differentiation

specialized interventions

# data[].attributes.body
Stober, R. (2023, April 10). What are the 7 steps in the IEP process?. SpedTrack. https://spedtrack.com/what-are-the-7-steps-in-the-iep-process/#:~:text=IEP%20Process%20Steps,and%20performing%20reevaluation%20as%20needed

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Vietnam Teaching Jobs, Author                        Vietnam Teaching Jobs Vietnam Teaching Jobs (VTJ), Author Details      Vietnam Teaching Jobs          Vietnam Teaching Jobs (VTJ), (VTJ), V. T. J., Post, V. M., & name, Y. (2024, March 8). What is MTSS (multi-tiered systems of support)?. Vietnam Teaching Jobs. https://vietnamteachingjobs.com/what-is-mtss/

# data[].attributes.body
The Americans with Disabilities Act is a civil rights law that prohibits discrimination against individuals with any disability. ADA was put into law in 1990. This law made it so individuals could with disabilities could have the opportunities that everyone else does. These include jobs, schools, transportation, and many public and private places that are open to the general public.

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Section 504 is a section of the Rehabilitation Act of 1973. It is a federal law that protects the rights of individuals with disabilities in programs and activities that receive federal funding from the government. These programs can include public schools, public universities and other forms of higher education, and other state and local education programs. In order qualify for Section 504 services, a student must have a disabilit that limits a major life function.

# data[].attributes.headline
Individuals with Disabilities Education Act (IDEA)

# data[].attributes.subject
Individuals with Disabilities Education Act (IDEA)

# data[].attributes.body
The Individuals with Disabilities Education Act was reauthorized in 2004. IDEA is a federal law that gives the opportunity to a free and appropriate public education to children with disabilities. This also ensures that these students with disabilities and given special needs services related to their disability.

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What is the Americans with disabilities act (ADA)?. ADA National Network. (2024, April 25). https://adata.org/learn-about-ada

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A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

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A hearing impairment so severe that the child cannot understand what is being said even with a hearing aid.

# data[].attributes.body
A condition exhibiting one or more of the following characteristics, displayed over a long period of time and to a marked degree that adversely affects a child's educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors, An inability to build or maintain satisfactory interpersonal relationships with peers or teachers, inappropriate types of behavior or feelings under normal circumstances, a general pervasive mood of unhappiness or depression, a tendency to develop physical symptoms or fears associated with personal or school problems.

# data[].attributes.body
An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance

# data[].attributes.body
Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance.

# data[].attributes.body
A combination of impairments (such as mental retardation-blindness, or mental retardation-physical disabilities) that causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.

# data[].attributes.body
A severe orthopedic impairment that adversely affects educational performance. The term includes impairments such as amputation, absence of a limb, cerebral palsy, poliomyelitis, and bone tuberculosis.

# data[].attributes.body
Having limited strength, vitality, or alertness due to chronic or acute health problems such as a heart condition, rheumatic fever, asthma, hemophilia, and leukemia, which adversely affect educational performance.

# data[].attributes.body
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. This term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. This term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; or environmental, cultural or economic disadvantage

# data[].attributes.body
A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance.

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

# data[].attributes.body
An impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.