https://padlet.com/melissamklein12/ha8ee377qe21 By: Melissa Klein en-us 2018-01-29 04:28:14 UTC 2018-02-01 08:20:23 UTC hello@padlet.com melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225482923 Communication:
-Make sure the student has an appropriate way to express his wants and needs.
-Simplify the language, and highlight what's important.
-Label areas of the room.
-Avoid sarcasm.
-Teaching the meaning behind puns, idioms, etc.
-Help the student to interpret conversations.

Socialization
-Do not take rude or aggressive behavior personally.
-Students are uncomfortable with eye contact.
-Work to expand the student's leisure activities.
-Explain the rules.
-Be aware of bullying by peers.
-Build social interactions and common interests.

Restrictive, Repetitive, and Stereotyped Behavior:
-Reinforce desirable behaviors.
-Provide clear instruction and a routine.
-Provide warning before a change is going to occur.
-Be aware of bright lights, loud noises, and too much touching.
-Provide a "time out" where the student has the option to leave for a few minutes.
-Teach and practice coping strategies.
-Use color coded systems.
-Use a reward system to increase target behavior.

Daily Living:
-Teach grooming and dressing.
-Model targeted skills and provide practices.
-Teach and practice safety and indentification information.
-Fade prompts to promote their independence.

Academics and Organization:
-Minimize distactions
-Teach what it means to be finished.
-Break down large assignments.
-Use many types of presentations.
-Give fewer choices to reduce confusion.
-Keep your voice low and clear when teaching.
-Provide frequent breaks.
-Assign peer buddies.]]> 2018-01-29 04:32:09 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225482923 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483035 When the work gets hard, Tess starts to push back and get frustrated. She has anxiety over failure. They use a system that if she can earn 3 stars after 30 minutes for completing the tasks, she can take a 5-minute break. These breaks keep her motivated rather than the social piece or grades, which motivate many others.]]> 2018-01-29 04:33:02 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483035 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483124 All brains work differently, and that is why we are all good at different things. Sometimes the brain in a wired in a way that affects senses and the way a person perceives situations. Autistic people's brains can make it so that subjects we find hard, they excel in and vice versa. Autistic people struggle with explaining how they feel and asking for help. They develop behaviors that may seem unusual, but that is their way to cope with chaos in their brain. They need friends who are willing to take the time to know them. They are amazing people, too!]]> 2018-01-29 04:33:40 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483124 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483173 Autism is a disorder that causes problems with communication and social skills. Because it is a spectrum, everyone is affect in different ways. It is caused by genetics or severe infections causing brain damage.

Signs of Autism:
-Problems with communications, social skills, and behavior.
-May not like to eat different foods.
-May need help with fine and gross motor skills.
Communication:
-They have trouble following directions, having a conversation, and learning to read and write. They will sometimes throw tantrums.
Social:
-They often times fix their attention on one moment. It is hard for them to share, and they find it difficult to relate to other kids' feelings.
Behavior:
They have trouble with changing activities, and they get upset by small sounds.

In order to help this child, first talk to the teacher to get an SLP. After he is diagnosed, the SLP will play a major role in the child's life. They work on paying attention, playing with others, following directions, ask for help, conversations, and writing.]]> 2018-01-29 04:34:04 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483173 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483215 Physical:
-Plan physical activities when the student has the most energy
-Provide daily opportunities for the student to use handheld objects
-Use songs that incorporate their fingers
-Give students blocks, clay, or crayons as manipulatives to use
-Have students practice buttoning, zipping, and opening/closing doors
-Use visual games such as "I Spy"

Cognitive:
-Use the students' interests to create lessons
-Break down and demonstrate steps
-Show pictures when presenting new information
-Pair students with a buddy that can help and keep them on track
-Repeat instructions and make them simple
-Do not overwhelm the student with multiple, complex instructions

Communication:
-Speak slowly
-Identify and establish a communication system.
-Label areas in the room with words and pictures
-Provide positive reinforcement and assistance as a child becomes more independent.
-Focus on interactive communication
-Storybook sharing
-Develop a procedure for the student to ask for help

Social and Emotional:
-Use strategies to help separate a student from the parent
-Value and acknowledge their efforts
-Provide opportunities for direct interaction
-When dealing with conflict, explain what happened in few words and in a calm voice
-Put student's feelings into words
-Model benefits for cooperating
-Brainstorm better choices

Adaptive: 
-Teach life skills about self-care and break them down
-Use visual schedules and pictures to demonstrate steps
-Teach and model hygiene habits
-Provide opportunities for the students to ask for help or use their life skills in and out of the classroom
-Teach and model rules, safety, what to do in dangerous situations, and how to present identification]]> 2018-01-29 04:34:35 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483215 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483278 People with down-syndrome enjoy their lives when they have support!
Learning for them starts at birth and does not stop.
They have thoughts, feelings, and dreams for their lives. Most of them are able to lead independent lives as adults.
They are great at communicating, but sometimes it is hard to understand.
They all have unique personalities fit for them.
While people with Down Syndrom share common features, they look more like their families.
Their live expectancy is 50 to 60 years old.

]]> 2018-01-29 04:35:18 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483278 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483323 Developmental disabilities are acquired before the age of 22. The condition results in "impairment of general intellectual functioning or adaptive behavior similar to that of a person with mental retardation." When tested, their composite scores are at least 3 deviations below the average. This is according to Colorado.]]> 2018-01-29 04:35:56 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483323 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483367 Using direct instruction, learning strategies, and multisensory approaches can help them learn.
Teachers should try to break down the task into small steps, use visual aids whenever possible, provide regular feedback, and provide prompts of different strategies to use.
It is important to "focus on individual achievement, individual progress, and individual learning" to have the most success with the student.
It is also great to assess the students throughout the year to monitor progress.]]> 2018-01-29 04:36:24 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483367 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483421 Children with learning disabilities have brains that receive and process information differently. This covers a vast amount of disabilities with learning.
These students can have many emotions tied to their disability such as fear of failing, frustration, low self-esteem, and a sensitivity to the environment.
Teachers can help these students by:
-Assigned seats to limit distractions.
-Separate work areas for students
-More time for tests or assignments
-Allow computers and assistive technology
-Use written and verbal tests
-Ask students what help they need to be successful

Here are some warning signs of a learning disability:
-Trouble comprehending what was read
-Does not want to read out loud
-Spells the same word differently throughout one paper
-Not organized]]> 2018-01-29 04:36:56 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483421 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483459 Learning Disabilities are a problem in the brain that interferes with a child's ability to process and store information.
"Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, reason and also affect an individual’s attention, memory, coordination, social skills and emotional maturity."

These disabilities tend to run in families. If it is suspecting that your child has a learning disability, get him help immediately to better his chances of success and lessen his frustration.

Signs of a learning disability:
Pre-K:
-Trouble with pronunciation
-Difficult rhyming
-Difficult to control pencils, scissors
-Trouble with fine motor skills such as buttoning and zipping

K-4
-Confuse basic words
-Difficulty with letters and their sounds
-Spelling errors or basic math skills not being understood
-Trouble remembering facts

5-8
-Organizing difficulty
-Keeping up with homework
-Handwriting
-letter sequences
-Basic Math and reading skills

High School and adults
-Spell the same work different on the same paper
-Difficulty with memory
-Difficult to work slow
-Has trouble focusing on detail

It is important to understand that these children are just as smart as their classmates, they just have to figure out how their brain processes information. Talk to your child's teacher to begin the process of getting your child help. When meeting the teacher, don't be afraid to ask questions, do research and observations beforehand, and takes notes during the meeting.


]]> 2018-01-29 04:37:21 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483459 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483532 Learning and Academics:
-Use short, simple sentences.
-Repeat directions.
-Be encouraging and supportive.
-Increase the difficulty of tasks over time.
-Show what you mean rather than just saying it.
-Allow more time for exams.
-Understand that students may not perform the way they performed the day before.
-Use strategies for learning and ask students what works best for them.

Socialization:
-Provide many opportunities for students to interact.
-Teach social skills every day, such as distance, conversation, and taking turns.
-Acknowledge each student's attempts.
-Provide them with many different situations in and out of the classroom to practice social skills.
-Allow students to accept responsibilities such as passing out papers.
-Teach students to ignore attention-seeking bad behaviors.

Communication:
-Make sure to find a way for the student to communicate his wants and needs.
-If the student is non-verbal, make sure his functional communication system is accessible at all times and portable.
-Label areas in the room.
-Paraphrase what a child has said and repeat back to him.
-Be patient when a student is speaking.
-Create situations that model a conversation that may happen in the future.
- Encourage them to participate and really listen to them.

Daily Living:
-Use visual pictures to show the steps to a skill.
-Model the targeted skill.
-Provide opportunities for the student to practice the skills learned such as classroom skits or field trips.
-Explicitly teach skills related to self-care.
-Teach and model potentially dangerous situations.
-Teach them to provide identification.

Behavior:
-Have a visible, consistent schedule for every day that the child can refer to.
-Allow for the child to be able to move at some point during instruction.
-Model behaviors and use behavior rewards or contracts.
-Teach calming strategies and/or create a calming area.
-Point out consequences of a student's behavior and brainstorm better choices.
-Use words to describe feelings.
-Explain the reasons for the rules.]]> 2018-01-29 04:38:10 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483532 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483591 An intellectual disability is defined as "specific limitation both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills." 
Problem solving and reasoning are part of the intellectual function. While skills learned for everyday functioning in life situations are part of adaptive behaviors. 
Conceptual skills: reading and writing, counting money, and language
Social Skills: following rules, self-esteem, interactions with people
Practical skills: housekeeping, routines, and safety
They look at what a person can do compared to others in that age group.]]> 2018-01-29 04:38:37 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483591 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483629 An intellectual disability is when a person has limitations on his or her general mental capacity and everyday skills. This is usually discovered before a child turns 18.
A person's intellect can be measured by an IQ test. A score of 70 to 75 would be considered a disability. Standardized tests can show limitations in conceptual, social, and practical skills, which would indicate an intellectual disability.
When testing for this disability, the environment type and cultural differences must be taken into account. Also, it must be assumed that the child may have limitations, but that is accompanied by many strengths.]]> 2018-01-29 04:38:59 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/225483629 melissamklein12 https://padlet.com/melissamklein12/ha8ee377qe21/wish/226923662 Intellectual: I would like to demonstrate my instructions rather than just speak for all the visual learners in our room.
Developmental: I would like to label the classroom, and I always wants them to learn to talk about their feelings by trying to put their feelings into words at that moment.
Learning Disabilities: Create separate work areas for students and assign seats to create less of a distraction.
 Autism Spectrum Disorder: I think that having a time out or a calming zone is an awesome idea for these kids to collect themselves and lower their anxieties.]]> 2018-02-01 08:07:52 UTC https://padlet.com/melissamklein12/ha8ee377qe21/wish/226923662