13 categories of disabilities for CERT 04/2022 Cohort 12 by judson orie tomaiko ii

Definition

benjaminhansirwin — 2022-05-07 10:44:48 UTC

Deafness is a severe hearing impairment that prevents learners from easily processing information through hearing regardless of assistive technology such as sound amplification, which distinguishes it from other hearing impairments.

Strategies for Teaching Deaf Students

benjaminhansirwin — 2022-05-07 11:43:31 UTC

Classroom setup:

1. Ensure that the affected student(s) are able to clearly see the teacher and the board at all times.

2. Minimize both visual distractions and background noise and so that the students, especially those with devices such as Cochlear implants or hearing aids, can focus on the lesson.

3. Utilize assistive technologies in the classroom. There are many different ways to go about this, including microphones that can wirelessly transmit into hearing aids and Cochlear implants, SMART boards that can convert speech to text, and other innovations to aid alternative learning styles.

Differentiation strategies:

1. If you already speak a sign language, or are willing to learn, incorporating it into your lessons can significantly improve communication with students whose primary language is a signed one, such as ASL.

2. Deaf students are visual learners! Adding diagrams, pictures, captioned videos, and other visual aids to your lessons can help students follow along. Additionally, students who rely on lip-reading may not be able to take written notes simultaneously, so providing handouts that summarize lesson content in advance can allow them to be fully engaged in class without having to worry about missing something important.

3. Allow deaf students to record your lessons, or upload them to Youtube or a similar platform. With automated speech to text transcription, they will be able to review spoken lesson content at home.

4. Accept video submissions or videos with automated text-to-speech in place of oral presentations in front of the class for deaf students who have difficulty speaking.

5. Communicate regularly one-on-one with deaf students to make sure they are able to keep up in class, and enquire about how you could better meet their unique learning needs.

Assistive Technologies

benjaminhansirwin — 2022-05-07 14:30:59 UTC

1. Assistive Listening Devices (ALDs)

These devices allow the instructor to amplify his or her voice by wearing a microphone that transmits directly into hearing aids or Cochlear implants.

2. SMART boards allow for the juxtaposition of text and videos with sign language, enhancing lessons with visual input and allowing for text typed by the teacher or the students to be displayed in real time.

3. Webcams and videomaking/editing software such as Moviemaker or Photobooth enable deaf students to record assignments using sign language or with overlayed subtitles or captions. This is a useful alternative to delivering presentations in person, especially for non-speaking students.

Citations:

benjaminhansirwin — 2022-05-07 14:40:50 UTC

Deafunity.org. 2022. 7 Teaching Strategies to Empower Deaf Students | Deaf Unity. [online] Available at: [Accessed 7 May 2022].

Sinche.uom.gr. 2022. [online] Available at: [Accessed 7 May 2022].

Baer, J., 2022. [online] Clerccenter.gallaudet.edu. Available at: [Accessed 7 May 2022].

Nation Deaf Center, 2020. [image] Available at: [Accessed 7 May 2022].

Definition

benjaminhansirwin — 2022-05-07 16:02:17 UTC

This very broad category of learning disabilities refers to students who have an impairment that affects their ability to process language, whether spoken or written, which may extend to listening/speaking or reading/writing/spelling, as well as the faculties required for mathematics. Common conditions that fall under this category are dyslexia and developmental aphasia, as well as brain injuries.

Strategies for Teaching Students with Specific Learning Disabilities

benjaminhansirwin — 2022-05-07 17:05:16 UTC

Due to the many and varied types of disability that fall under this category, many of which arguably merit their own separate subcategory, the following constitute only a small fraction of possible differentiation strategies. In general, the principle of tailoring teaching strategies to meet the needs of the individual is key.

Reading:

Repetition is key to building fluency. Rereading texts that the students are familiar with helps them build confidence.
When teaching students to read aloud, it is helpful to deconstruct words into smaller pieces, such as syllables, and have them sound words out. Draw attention to diphthongs and consonant blends.
Work with students to help them grasp how texts are structured, and what information can be gleaned from titles, subheadings, etc., and to identify key words in a text.
Draw students' attention to writing that appears in their daily life, be it labels in the classroom, signage, etc.
Allow students to submit written work in alternative ways that engage them. Could, for instance, a short story be presented in the form of a comic?

Writing:

If handwriting/spelling is an issue, consider allowing the student to submit their assignments electronically or have them write on a computer and print them off.
Provide handouts that cover the main points of a lesson so that the student may focus on the content instead of taking notes.
For complex pieces of writing, provide an outline clearly shows how the text should be structured.
Be flexible with deadlines, and provide guidance when needed.

Math:

Present mathematical concepts in ways that engage different learning styles (auditory, visual, tactile, kinesthetic).
Incorporate games, music, drawing and other modes of expression to illustrate and practice math.
Teach mnemonic devices such as "Please Excuse My Dear Aunt Sally" (PEMDAS: parentheses, exponents, multiplication, division, addition, and subtraction) in order to help students remember processes such as the order of operations.
Instead of having students practice for long chunks of time, break time spent on math into smaller, daily increments.

General academics and testing

Present lessons in ways that engage multiple learning styles.
Routinely check in on students to ensure their understanding.
Summarize frequently and emphasize takeaway points from each lesson.
State and model learning/assignment objectives clearly.
Assist with developing organizational and time management skills, along with other skills such as proofreading or looking up needed information in reference books.
Allow for alternative forms of testing (e.g. oral testing)
Allow students to use assistive technologies or resources, such as calculators, tape recorders, dictionaries or thesauruses during tests or when completing assignments.

Assistive Technologies

benjaminhansirwin — 2022-05-07 17:38:49 UTC

Computers and Tablets:

Tremendously valuable assets that can assist with writing, spelling, grammar, calculation, and accessing educational content suitable for different learning styles. However, teachers must monitor their use to ensure that they do not become distracting to learners.
Text-to- speech and speech-to-text functions help learners with reading and writing disabilities.
Audiobooks and eBooks as alternatives to paperbacks.

Mathematics:

Calculators
Software/ applications for electronic devices that illustrate mathematical concepts through games or visually stimulating activities

Memory, Retention, and Notetaking:

Recording devices
Spaced repetition software/platforms such as Anki or Quizlet
Graphic organizers that help students structure their ideas

Citations:

benjaminhansirwin — 2022-05-07 18:15:04 UTC

LD@school. 2022. Assistive Technology for Students with Learning Disabilities - LD@school. [online] Available at: [Accessed 7 May 2022].

The Dyslexia Association. 2022. Assistive technology for specific learning difficulties - The Dyslexia Association. [online] Available at: [Accessed 7 May 2022].

Do2learn.com. 2022. Do2Learn: Educational Resources for Special Needs. [online] Available at: [Accessed 7 May 2022].

Sinche.uom.gr. 2022. [online] Available at: [Accessed 7 May 2022].

Citations

lucillestrutton — 2022-05-07 20:09:40 UTC

https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/hearingimpairment

https://www.weingartencc.org/occupational-therapy/

https://kidshealth.org/en/parents/hearing-factsheet.html

Visuals/Media

lucillestrutton — 2022-05-07 20:10:54 UTC

https://www.youtube.com/watch?v=z2EfxREKmsA

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

Assistive Technology

lucillestrutton — 2022-05-07 20:11:39 UTC

- Audiological therapy

o Making sure that students have access to any devices that would increase their hearing abilities. (cochlear implants, hearing aids, etc.)

- Teletherapy

o Using a tablet/computer to deliver professional services in the home via internet.

o Allows children to meet virtually with a professional and grow in skills to listen and speak from home

- Utilize videos and media within the classroom to display information

Strategies

lucillestrutton — 2022-05-07 20:12:30 UTC

- Speech and language therapy

- Occupational therapy

o Sensory motor therapy, handwriting and visual perceptual support, reflex integration, and Integrated Listening Systems

- Classroom Strategies

o Making seat changes (place students with hearing impairment closer to the teacher)

o Minimize background noise when possible (avoid playing music or letting the noise level get too high so students can concentrate and hear better)

o Use an FM system (a teacher wears a microphone that allows student to hear better)

o Face students when you speak

o Use lots of pictures, graphs, and text labels

o Encourage participation

Definition

lucillestrutton — 2022-05-07 20:12:51 UTC

Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

Deafness is included within a hearing impairment however a hearing impairment does not necessarily imply deafness.

Citations

lucillestrutton — 2022-05-07 20:13:28 UTC

https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries

https://www.ws.edu/student-services/disability/teaching/brain.shtm

https://ttaconline.org/Document/zxbIhX_YCJN3wxegcs5m-
TvlvVK8k_ge/teachingstrategiesforstudentswithbraininjuries.pdf

lucillestrutton — 2022-05-07 20:14:17 UTC

lucillestrutton — 2022-05-07 20:14:27 UTC

lucillestrutton — 2022-05-07 20:14:54 UTC

Assistive Technology

lucillestrutton — 2022-05-07 20:15:22 UTC

- Utilizing computers or tables as a way for students to take “brain breaks”

- Instead of having to read, allow students to listen to audio tracks

- Allow students to record lessons so that they may listen later on

Strategies

lucillestrutton — 2022-05-07 20:16:17 UTC

- Self-Regulation Activities

o Gives students a way to manage their emotions

- De-escalation plans and strategies

o Have a plan to help your student de-escalate should their emotions get out of control

- Instructional Strategies

o Select a meaningful goal or skill the student will need to learn and present it at the level of the student;

o Provide a simple rationale to help the student understand the relevance of the skill;

o Give clearly stated task directions (limit the number of steps) and ask the student to repeat or paraphrase the directions to ensure understanding;

o Break tasks into small steps and demonstrate each step;

o Provide opportunities for student response and practice at an appropriate pace;

o Provide immediate feedback and error correction when necessary—feedback should be positive and systematic; and

o Use verbal praise and encouragement frequently.

Definition

lucillestrutton — 2022-05-07 20:16:29 UTC

Brain dysfunction caused by an outside force, usually a violent blow to the head.

Traumatic brain injury often occurs as a result of a severe sports injury or car accident.

Immediate or delayed symptoms may include confusion, blurry vision, and concentration difficulty. Infants may cry persistently or be irritable.

Treatment may involve rest, medication, and surgery.

Definition of Intellectual Disability

judsonorietomaikoii — 2022-05-08 19:14:36 UTC

Having an Intellectual Disability is defined as having major restrictions in both intelligence and adaptive behavior. Intelligence simply refers to general learning, reasoning, and problem solving. Adaptive behaviors are social and practical traits that we use in every day lives such as language, social-skills, daily living, and overall practical skills.

Definition of Orthopedic Impairment

judsonorietomaikoii — 2022-05-08 19:19:03 UTC

An Orthopedic Impairment is when a child has a physical disability with their bones, joints, or muscles and the disability is so drastic that it affects the child's education.

Strategies to address Intellectual Disabilities

judsonorietomaikoii — 2022-05-08 19:53:58 UTC

Intellectual Disabilities (ID) can be a large spectrum of cases so it can drastically vary from student-to-student. However the overall best strategies involve clear instructions, visuals, and hands-on activities.
Instructions should be into small, step-by-step instructions instead of big picture ideas. Students with ID can easily get information overload and going one step at a time is the best method.
Visuals allow for an easier comprehension and things like pictures, charts, or graphs are much easier to comprehend. This tends to drastically help students with ID.
Last, these students can also struggle with abstract ideas and that can conflict with traditional lecture styles. Using interactive (hands-on) activities will help as they learn best with concrete information and from observations.
These major ideas can also positively impact the rest of the class as providing clear instructions is a major benefit in Hattie's factors for learning.

Assistive technology for ID students

judsonorietomaikoii — 2022-05-08 21:06:40 UTC

As ID students can have intellectual behavior and adaptive behavior problems, all sorts of assistive technology can help largely in both categories. Again, this is a very broad category in terms of size and severity.
Cognitive aids are a strong tool to help with adaptive behavior. Graphic organizers, activity planners, reminders/digital alarm clocks are all tools that can be utilized to help students be more organized throughout the day.
Other educational aids like screen readers, text-to-speech software, and even audio books can help with the intellectual behavior aspect as it help resolve reading problems or writing problems for students that have sensory deficiencies.
The best technological aid is the kind that directly focuses on each students own personal weakness. For example, if a student struggles with writing then look at a portable word processor to help them type instead of write. A skills assessment is the most valuable tool a teach can use for these students.
.........

Definition

mumeihsueh — 2022-05-09 04:46:01 UTC

Condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, adversely affecting educational performance. (DOES NOT INCLUDE students who are socially maladjusted):

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 and teachers
a general or pervasive mood of unhappiness or depression
inappropriate types of behaviors or feelings under normal circumstances
tendency to develop physical symptoms or fears associated with personal or school problems.
schizophrenia

Citations

mumeihsueh — 2022-05-09 04:49:36 UTC

-Students with Emotional Disturbances

- Emotional Disturbance by Glydel B Capa, 2018

-Emotional and Behavioral Disorders in the Classroom by

Becton Loveless

-High-Incidence Disabilities

Assistive Technologies

mumeihsueh — 2022-05-09 05:03:56 UTC

Students with emotional disturbance need to understand the rules and consequences of behaviors. This might include behavioral support apps (such as Teacher's Assistant Pro and Class Dojo. Another example is the app Motivaider. Its main feature is a timer that buzzes after a certain period of time to help children stay focused. This acts as a reminder to students rather than the teacher telling them, therefore increasing independence for the learner.

Strategies for Emotional Disturbance

mumeihsueh — 2022-05-09 05:28:01 UTC

Fairly Assessing Students With Emotional Disturbances:

Assessment should happen both directly and indirectly.

Indirect Methods: Rating scales and behavior checklists

Direct Methods: Observing student behavior, tests, work samples, and self-reports from the student.

Using Assessment Data to Alter Our Instruction Methods:

Based on the assessment, determine the least restrictive environment to place the student in.

Involve a school psychologist or anyone knowledgeable in E.D. to help you determine which instruction methods are most successful for the individual.

Ask the student what works best for them! Get to know the student and see which teaching methods they excel through.

Ways to Encourage Behavior Changes:

-Focus on handling the behaviors that are the most distracting to others and interfere most with the child’s ability to learn

-Establish clear rules and expectations, along with consequences

-Listen to the student, avoid arguing

-Never compare student’s behavior or work to others

-Never put the child down or belittle them

Creating Accommodations

-Making the lessons and activities relevant to the student

-Reward students for positive behavior and for doing things correctly.

-Encourage group work to enhance social skills.

-Gain students' trust by establishing a personal relationship.

-Maintain structure, both physically within the classroom and through the routine.

Visuals/Media

mumeihsueh — 2022-05-09 05:34:24 UTC

Emotional disturbance in the classroom: don't give up on Bobby

Definition

mumeihsueh — 2022-05-09 06:07:42 UTC

Deafblindness is the loss of sight and hearing to the point where your communication, mobility and ability to access information are impacted. This includes ‘progressive’ sight and hearing loss; where your sight and hearing may deteriorate over a period of time. Deafblindness is often also referred to as ‘dual sensory loss’ or ‘dual sensory impairment’.

Deafblindness comes on a huge spectrum ranging from struggling to see and hear the TV right through to not being able to see or hear anything at all. However, many people with deafblindness are able to hear and/or see something. Deafblindness affects everyone in different ways.

Strategies for Deaf and Blindness

mumeihsueh — 2022-05-09 06:31:55 UTC

How to Interacting with a Deafblind Child

-Don’t be afraid, ask questions.

-Learn about the child’s useable vision.

-Learn about the child’s residual hearing.

Forms of Communication

-Gestures

-Facial Expressions & Body Language

-Signed Languages, including modified forms

-Spoken Languages

-Total Communication

-Touch Cues: A touch cue is a touch that is done in the same place and the same way right before you do something with the child.

-Tangible Symbols

-Tactile- sign, braille, object

-Bottom three will most likely be the most useful forms of communication with a child aged birth-3.

Early Emergent Literacy

-Model reading and writing behaviors.

-Embed the use of objects, symbols or words throughout the child’s day.

-Incorporate rhythm, music, finger play, and mime games.

-Provide opportunities for handling and exploring reading and writing materials.

-Teach print and book awareness.

-Teach the name signs of the child and of persons the child interacts with regularly.

Embed literacy learning activities into routines.

Creating Safe Play Spaces/Accessibility barriers

Assistive Technologies

mumeihsueh — 2022-05-09 06:33:01 UTC

AT for visual disabilities

Screen readers: A program that analyzes the layout and content of a website and provides a text-to-speech translation. The playback speed can be set by the user and commands allow them to skip from heading to heading, click links, and do other important tasks.
Braille displays A device that translates digital text into braille dots that can be read with the fingers. (More on braille below, as it is very important to many deaf-blind people.)
Dictation: Speech recognition software allows a user to navigate, type, and interact with websites using their voice.

AT for hearing disabilities

Alerting devices: A device that converts an audio alert (e.g., doorbell, alarm clock) into a visual or physical alert that the person can perceive.
Telecommunications: Many different options are available for those who are D/deaf or HoH, including amplified telephones, TTY / TDD, Text-to-911, and video chat.
Enhanced listening: Systems can be used to connect an audio feed directly to someone’s hearing aid or cochlear implant.
Visual communication: Captions and transcripts (with the ability to enlarge or zoom in!) provide audio information in a visual format.

Citations:

mumeihsueh — 2022-05-09 06:47:15 UTC

-Understanding Assistive Technology: How Do Deaf-Blind People Use Technology?

-Meeting the Needs of Children with Hearing Loss & Vision Loss byDerrick Reynolds (2015)

-What is deafblindness?

-General awareness for deafblindness.

-Deafblind.org.uk

Visuals/Media

mumeihsueh — 2022-05-09 06:51:05 UTC

https://www.youtube.com/watch?v=9GrK3P15TYU

Teaching children who are Deaf-Blind

mumeihsueh — 2022-05-09 06:54:49 UTC

A video explaining how to get ID students to learn how to read

judsonorietomaikoii — 2022-05-09 18:57:36 UTC

The video above does a good job of explaining the differences between "intellectual" disabilities vs "other" disabilities when it comes to reading.

Work cited

judsonorietomaikoii — 2022-05-09 19:14:39 UTC

“Criteria.” AAIDD_CMS, https://www.aaidd.org/intellectual-disability/definition.

Singh, Manpreet. “Assistive Technology for Students with Intellectual Disabilities.” Number Dyslexia, 13 Dec. 2021, https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/.

“Students with an Intellectual Disability (5 Methods to Help).” Classful, 17 Apr. 2019, https://classful.com/students-with-an-intellectual-disability/.

Teaching strategies for Orthopedic Impairment

judsonorietomaikoii — 2022-05-09 19:48:14 UTC

For many students with Orthopedic Impairments, the problems surrounding learning isn't intellectual. Instead, the teaching strategies largely rely around helping students physically be able to get the work done.
One of the main ways is to ensure the students have proper seating arrangements that allow them ease of access to the class and learning. Teachers should try to encourage activities that focus on developing fine motor skills, but be aware that hands-on activities can be difficult (or even impossible) for many of these students.
Be willing to work with simply tools like slant boards, pencil grips, non-slip pads, and specialized writing paper to help students. Also be prepared to work with additional aides that the student may have or need in day-to-day life that could be entering your classroom.

Assistive technology for Orthopedic Impairment

judsonorietomaikoii — 2022-05-09 19:57:00 UTC

Orthopedic impairments largely limit children's movements, so it will be common to have tools in the classroom to assist with that. Canes, walkers, special chairs/desks, and more are tools that the student will likely use to assist themselves be as mobile and as efficient as possible.
For learning technology, controlling materials along with voice problems are the biggest obstacles. The major tools repeatedly cited are speech recognition software, screen reading software, communication devices, and general software exist to allow students full access to the curriculum. Specific tools that allow students to reduce the need for movement are the best to allow them to work as much as they can.

Work cited

judsonorietomaikoii — 2022-05-09 20:04:33 UTC

Goldstein, Brian. “Strategy & Intervention.” Orthopedic Impairment, https://guidetoorthopedicimpairment.weebly.com/strategy--intervention.html.

“Orthopedic Impairments.” Project IDEAL, http://www.projectidealonline.org/v/orthopedic-impairments/.

“What Is an Orthopedic Impairment?” Bowen Hefley Orthopedics, 26 June 2020, https://www.drbillhefley.com/what-is-an-orthopedic-impairment/.

Video showing assistive technology at work

judsonorietomaikoii — 2022-05-09 20:10:03 UTC

This video shows how advancements in technology, specifically eye tracking software, can help someone operate without their hands. While this example is an adult, this could be used on children as well.

Citation

jiyoonkim2 — 2022-05-10 15:42:14 UTC

Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD. The educational annotation of ICD-9-CM (4th edition). Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Communications Services Department of Ophthalmology, http://ophthalmology.pitt.edu/vision-impairment/what-vision-impairment.

“Visual Impairments.” NSTA, https://www.nsta.org/visual-impairments.

“Using Technology.” The American Foundation for the Blind, https://www.afb.org/blindness-and-low-vision/using-technology.

Assistive technology

jiyoonkim2 — 2022-05-10 15:42:41 UTC

There are many tools for visually impaired students to learn such as screen readers / magnifiers. These tools can help while the student is researching on their laptops or on phones.

For books and other printed materials, there are braille printers available and also e-books with narrating system. Student can use KNFB Reader as well.

There's also an app called TapTapSee, which describes the object or the content on their screen.

Strategies to handle Visually Impaired students

jiyoonkim2 — 2022-05-10 15:43:11 UTC

General Strategies
1. Visually impaired students need specific verbal descriptions on materials and subjects. Any text or pictures should be narrated so that the student understands the content of the class.

2. In a class with multiple speakers, teachers need to find a method to isolate one speaker by calling out his/her name.

3. Handouts and prints should have large fonts and images for visually impaired students so that they can read directions and understand better.

4. Consider other activities with similar learning goals for visually impaired students.

5. Allow students to create tactile works for graphs and research.

Specific Strategies
1. Allow recordings of the class to help students review what they've missed or learned.

2. Before classes, arrange any verbal or narrating resources such as Talking Book Service, Recordings for the Blind and Dyslexic or text reading systems.

3. Use laser cane / handouts available in Braille / 3D models / monocular devices to assist students.

Definition

jiyoonkim2 — 2022-05-10 15:43:36 UTC

Visual impairment hinders a person's ability to see objects/their surroundings clearly, therefore making it difficult for them to handle everyday tasks. Severity of visual impairment can vary from mild fuzziness to total blindness. 2/3 of visually impaired students have other disabilities such as intellectual disability, cerebral palsy, hearing loss, or epilepsy.

Citation

jiyoonkim2 — 2022-05-10 15:45:02 UTC

“Libguides: Tourette Syndrome: Common Assistive Technologies.” Common Assistive Technologies - Tourette Syndrome - LibGuides at University of Illinois at Urbana-Champaign, https://guides.library.illinois.edu/c.php?g=520752&p=3561163.

“Classroom Adjustments: Tourette Syndrome.” Classroom Adjustments: Tourette Syndrome - Nationally Consistent Collection of Data, https://www.nccd.edu.au/professional-learning/classroom-adjustments-tourette-syndrome.

“10 Things Teachers Can Do for Students with Tourette Syndrome.” Tourette Association of America, 5 Aug. 2021, https://tourette.org/10-things-teachers-can-students-tourette-syndrome/.

“Tourette Syndrome.” MedlinePlus, U.S. National Library of Medicine, https://medlineplus.gov/tourettesyndrome.html.

Technology for students with TS

jiyoonkim2 — 2022-05-10 15:45:16 UTC

1. Use recording devices for students with TS. They may have a hard time giving presentations or discuss in groups, and voice recording/ video presentation can help them express their idea with less stress.

2. Use Audio books or scanning pens to help students with TS read and understand the material.

3. Use computers or other writing devices that can help students with TS to take notes.

Strategies for Students with Tourette Syndrome

jiyoonkim2 — 2022-05-10 15:45:26 UTC

1. Remind yourself and other students that the affected student's behavior can not be controlled.

2. Reduce stress and anxiety as they can trigger tics to get worse in the classroom.

3. Use sufficient breaks or recess time for the affected students so they can cool down. (Students with Tourette Syndrome need movements and activities more often than other students)

4. Give limited contend and instruction so they can memorize and follow directions better.

5. Observe and learn what triggers the student's behavior (seating arrangements, loud noises, group discussions or others)

6. Instead of hand writing, allow them to use technology such as laptops, tablets, and others to write down notes for the classroom.

7. Discuss with parents or care-givers of the student with TS

8. See if the student shows symptoms of other disabilities such as Obsessive Compulsive Disorder (OCD) or Attention Deficit/Hyperactivity Disorder (ADHD).

Tourette Syndrome

jiyoonkim2 — 2022-05-10 15:45:34 UTC

Definition:
Tourette syndrome is a disorder in the nervous system where one make sudden movements or sounds (tics). One may repeat certain sounds or blurt out swear words. It's more commonly found in male than female. One may have little or no control over it and it gets worse when one is excited or nervous. Treatment is required if the tics affect individual's daily life.

Definition

yadiralissetteminomarcillo — 2022-05-10 21:17:52 UTC

A person with multiple disabilities is considered to be a person who presents two or more conditions of disability (physical, sensory, mental and intellectual disabilities) in varying degrees or combinations and therefore require the generation of educational methodologies, activities and processes related to their characteristics and abilities, so that they have access to knowledge and an autonomous life.

References

yadiralissetteminomarcillo — 2022-05-10 22:20:39 UTC

-Castillo, G. (2021). Discapacidad Múltiple. Juntos transformaremos Yucatán. http://www.educacion.yucatan.gob.mx/multimedia/publicaciones/220126_Tomo1_DiscapacidadMultiple.pdf
-Solines, A. (2020). Estrategias pedagógicas para atender necesidades educativas especiales. Ministerio de Educación- Ecuador. https://educacion.gob.ec/wp-content/uploads/downloads/2019/05/Guia-de-estrategias-pedagogicas-para-atender-necesidades-educativas-especiales-en-el-aula.pdf
-Stanberry,K. (2009).

Tecnología asistencial para niños con discapacidad de aprendizaje – Generalidades. https://www.greatschools.org/gk/articles/tecnologia-asistencial-para-ninos-con-discapacidad-de-aprendizaje-generalidades/?lang=es

-Gil, I. Fundacion Adecco. s/p. https://fundacionadecco.org/azimut/las-nuevas-tecnologias-al-servicio-de-la-discapacidad/

STRATEGIES

yadiralissetteminomarcillo — 2022-05-10 23:24:55 UTC

Education according to the degree of disability promotes correct cognitive development as well as the absorption of knowledge. So students build information management skills and keep learning constantly. Some strategies that can be implemented in the classroom are:

1. Suitable study environment:
-Motivate movement during class
-Generate visual and auditory material
-Promote reading through research, use sensory material that activates smell, touch, sight and hearing.
-Plan different activities to be carried out at the same time, thus creating a system where the student rotates through different groups.
- Provide more time if necessary
-Organize activities with more breaks for students who find it difficult to work for a long period
2. Establish a strategy for each disability
- Analyze what the student's strengths are.
-Rely on her strengths to create modifications in the activities that, due to her disability, the student cannot carry out like the rest of the class.
-Motivate the student by highlighting her abilities.
- Make differentiated evaluations, giving different alternatives to express knowledge of it.
2.1 Learning disorders (dyslexia, dysgraphia, dysfacia, among others)
-Establish concrete learning
-Use tangible objects.
-Incorporate familiar objects for students (everyday).
- Make a differentiated evaluation (oral if necessary).
- Motivate the student to complete small tasks
2.2 Behavior disorders
- Give more time to respond (verbally and in writing).
- Divide activities into short steps.
- Model the instructions for an activity.
- Explain what is expected of the student clearly
- Remain calm in the face of inappropriate behavior.
- Reinforce positive behavior
2.3 Mental disability
-Plan according to the mental age of the student
- Create individual goals based on their abilities.
-Include the student in group activities, facilitating her participation with the necessary modifications.
-Carry out activities that involve tasks of daily living.
-Encourage socialization.
2.4 Physical-Motor Disability
-Integrate the student in any activity, giving him a specific role in cases where student cannot comply with what is required due to his disability (for example, being the soccer referee in a match).
-Motivate the student emphasizing her contribution in the different group activities.
-Use support materials (technology, thicker pencils or with
adapter, easy grip scissors, etc).

VISUAL MEDA

yadiralissetteminomarcillo — 2022-05-10 23:39:03 UTC

ASSISTIVE TECHNOLOGIES

yadiralissetteminomarcillo — 2022-05-10 23:47:29 UTC

Assistive technology helps people with various types of disabilities, enhancing their learning and creating success by strengthening their ability to overcome their disabilities.

Physical disability: Tables that can be adjusted, keyboards with large keys, virtual mice
Visual disability: large format screens, screen readers, braille printers, magnifying glasses.
Hearing disability: sign language interpreters, FM radio stations, hearing aids
Intellectual disability: Easy to read pages (with simple and clear language, so that they can be understood by everyone) or Apps based on intuitive pictograms

Strategies

leianicolevillamizar — 2022-05-11 00:34:15 UTC

Some strategies include having preferential seating, near the teacher, or near board, having the student take self initiated breaks, and having the teacher be a role model for active listening and communication with other classmates.

Speaking in the classroom:
If speech is difficult to understand a teacher can repeat back to the student what they said and look for non verbal cues that the student got their message across. If speaking in front of the class in formal ways like a presentation causes anxiety for the student, the teacher can allow a practice session before hand to reduce anxiety. The student also needs practice in speaking to adults and students they wouldn't normally be interacting with.
In group or lab work, pairing a student with an inclusive and helpful buddy to assist with pronunciation of words will allow the student to have a model in the class, as well as receive feedback for the assignment.

Definition

leianicolevillamizar — 2022-05-11 00:35:03 UTC

Students with language and or speech impairments show measurable and significant difficulty when required to listen to others, be verbally communicative, read quietly or out loud, and write on par for their age, compared to students with normal language abilities. The Texas Council for Developmental Disabilities (2013) identified three types of speech impairment (articulation, voice and fluency disorders) and five language impairments (Morphological, phonological, pragmatic, syntactic and semantic disorders).

Citations:

leianicolevillamizar — 2022-05-11 00:35:15 UTC

Ward-Lonergan, J. M. (2010). Expository discourse intervention: Helping school-age children and adolescents with language disorders master the language of the curriculum. In M. A. Nippold & C. M. Scott (Eds.), Expository discourse in children, adolescents, and adults: Development and disorders (pp. 241–273). Psychology Press.

https://edis.ifas.ufl.edu/pdf/WC/WC26300.pdf

AttainmentCompany. “Why Gotalks?” YouTube, YouTube, 29 Mar. 2012, https://www.youtube.com/watch?v=NCvjsJFLG60&t=70s.

Media-Video

leianicolevillamizar — 2022-05-11 00:38:40 UTC

This video breaks down how students with speech or language impairment can be assisted in the classroom- from visual reminders of vocabulary to non-verbal demonstrations of not understanding a topic.

Assistive technologies

leianicolevillamizar — 2022-05-11 00:45:38 UTC

The use of google pronunciation is something I use in my classroom. As many biology terms are latin, it is helpful to students to hear a pronunciation in class. I also break down words into easier pieces or by their syllables and have all students repeat after me, this not only helps with them remembering the term, but being able to say it correctly and recognize it when reading aloud.

The go talk device can be easily used in the classroom for a fun exercise for the whole class on communication and can assist a child in hearing the correct pronunciation of words repeatedly. It can be easily programmed by a teacher and used during the class or school day by any student.

Sources

leianicolevillamizar — 2022-05-11 00:46:16 UTC

https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928

Prout, Todd. “4 Teaching Strategies for Students with Autism.”
National University, 21 Sept. 2021, https://www.nu.edu/resources/4-teaching-strategies-for-students-with-autism/.

Person. “The Sensory Room: Helping Students with Autism Focus and Learn.” Edutopia, George Lucas Educational Foundation, 3 May 2017, https://www.edutopia.org/video/sensory-room-helping-students-autism-focus-and-learn.

Assistive Technology

leianicolevillamizar — 2022-05-11 00:56:57 UTC

A lot of technology for assisting students with autism doesn't require technology at all, the video added explains that a room full of sensory objects can assist the student in being calm, and ready for learning. However, there are some pieces of technology that can assist in the classroom can be as simple as headphones, a calculator and audiobooks rather than a hardcopy. For more advanced tech, there can be the usage of a text to speech app if the student is nonverbal or prefers to not speak in front of a classroom. A lot of students with autism can utilize learning social cues or skills through games, or reviewing posters with facial expressions of emotions.

Sources

leianicolevillamizar — 2022-05-11 00:57:12 UTC

https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928

Prout, Todd. “4 Teaching Strategies for Students with Autism.”
National University, 21 Sept. 2021, https://www.nu.edu/resources/4-teaching-strategies-for-students-with-autism/.

Rudy, Lisa Jo. “Overview of Assistive Technology for Autism.” Verywell Health, Verywell Health, 8 Feb. 2021, https://www.verywellhealth.com/assistive-technology-for-autism-5076159#:~:text=Examples%20include%20battery%2Doperated%20sensory,in%20children%20on%20the%20spectrum.

Media- Video

leianicolevillamizar — 2022-05-11 00:57:21 UTC

This video demonstrates an inclusive and safe learning environment for students with Austism.

Definition

leianicolevillamizar — 2022-05-11 00:57:29 UTC

Autism spectrum disorder is a brain related, developmental condition that impacts how a person sees, interacts and socializes with others. It can cause difficulties in social interaction and especially in communication with others who are neurotypical. The spectrum also includes limited and repetitive behavioral patterns. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity, many can overlap and be difficult to diagnose.

Strategies for teaching students with autism

leianicolevillamizar — 2022-05-11 01:10:26 UTC

The strategies that can be used to assist students with autism can benefits all students. Like the video explains, simply having a sensory room for autistic students to decompress and relax, can ready them for a day of learning. Some strategies like having a graphic organizer, using a calculator, providing useful feedback, allowing the use of a fidget toy, and having a reward system for good behavior and good work will tremendously impact any student and is what is necessary to teach students with autism. The classroom environment can bring many stresses, loud noises or bright lights, so having a welcoming and comforting classroom can help with this. The use of headphones can help with overstimulation during class time.