Cohort 4 - 13 categories of disabilities (IDEA) by BEATRIZ GAZAPO IGLESIAS

2021-12-05 14:17:17 UTC

Autism- it is a developmental disability that affects a child, generally evidence before 3, ability to interact with others as well as verbal and non-verbal communication. A child with autism may engage in repetitive activities, resist to change in daily routines or environment, and react strongly to sensory experiences.

Low Incidence Disability

Assistive technologies in the form of “augmentative and alternative communication” (AAC) can potentially offer a variety of technological solutions from a variety of “tech levels” and “price points”. For examples, parents, counselors, and teachers can use “emotional cards” and other picture exchange communication system with little to no cost (especially if in the form of DIY project) to the use of VOCA or Voice Output Communication Aides, and then Tablets like iPads with specialized apps. (https://www.autismspeaks.org/worksheet/assistive-technology-communication-roadmap)

From a personal perspective, I believe the low cost emotional cards will be a workable solution as there are unlikely many apps and websites with Chinese language support and resources cater to a Mainland Chinese audience. From a personal, societal, and legal standpoint (folks with serious mental issues will have to register with the authority and be subjeted to "checks", both parents and students will want to keep their disability as low key as possible. Tools such as these "emotional cards" (which allow students to provide non-verbal and easily understood feedbacks) are discrete, low-cost, and portal.

Definition

2021-12-05 15:20:41 UTC

The term “specific learning disability” means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

(B) Disorders included

Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of intellectual disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/30

2021-12-06 07:01:29 UTC

Deafness - hearing impairment even with amplification that adversely affects linguistic processing through hearing.

Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

Low Incidence Disability--
One national survey estimated that about 15% of kids and teens have hearing loss.

Victory, J. (2021, July 19). Hearing loss in children: Everything you need to know. Healthy Hearing. Retrieved December 13, 2021, from https://www.healthyhearing.com/help/hearing-loss/children

Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities (ATiA, 2020). It does not eliminate a student's learning disability, but it gives them a chance to work to their full potential and at the same level as their non disabled peers. It can also increase students' sense of independence, as they are no longer overly dependent on teachers and parents.

Assistive Technology for Deaf/
Hard of Hearing Children
Assistive Technology Devices
For The Classroom

FM System- FM systems send the teacher's voice from a wireless microphone directly to a receiver worn by a student with hearing loss. It can be connected to a hearing aid or cochlear implant, or a headset/ earbuds. This enhances what the child is able to hear as they are able to directly hear the teacher's voice without distractions.
Closed Captioning- Closed captions provide spoken dialogue as printed words on a screen when playing a video or audio. If indicated on a child's IEP, schools are required to use captioned audio and video.
Augmentative and Alternative Communication (AAC)- AAC devices are communication devices, systems, tools, and strategies that replace or support verbal communication for those who have difficulties using speech. They use pictures or symbols to represent words that students can use to create phrases or sentences to communicate nonverbally. This is a useful way of communication between deaf students and their teachers and peers that do not know sign language. Most AAC devices in classrooms are on iPads/ tablets, or they can also be done on paper.
Speech to Text- Speech to text devices convert spoken word into written text. There are many apps on technology devices that use a microphone to decipher what the speaker is saying, and then translate it to text on the screen. This can be a helpful tool during lectures so students can pay attention to what the teacher is saying and keep the transcript as their notes, rather than having to take down the notes. Some examples of speech-to-text apps are Google Live Transcribe and AVA, which both translate spoken word into written text.

Tips for Teachers of Students with Hearing Loss

Keep background noise to a minimum – Do not open windows, allow side conversations, run the pencil sharpener, turn on loud electric fans/AC units, move furniture around, etc. while class is in session.
Enunciate your words – Speak naturally without exaggerated lip movements; be clear and easy to understand.
Address the child by name – This will help your student with a hearing loss know you are speaking to him/her.
Repeat the question – Many times when a student asks a question, other students cannot hear what was asked. Repeating the question will help all students understand the answer.
Project your voice when far away – This will help not only your student who is hard of hearing, but the whole class.
Provide your student with a written copy of notes – Giving an outline of the lesson will allow the student to listen to all of the important points you make. It may be difficult for them to listen and take notes at the same time, so providing them with this gives them the chance to focus fully on what is said during the lesson.
Check in – Create a signal with your student who is hard of hearing to use to be sure he/she understands the instructions. Be sure ask other students if they have heard/understood the directions to avoid always singling out the child with hearing loss.
Preference seating- Encourage students with hearing loss to sit at the front of the classroom to allow for better hearing and an unobstructed view of you and the board
Avoid- Facing the board when teaching, chewing gum when speaking to students, and singling out DHH students

https://assistedtechnology.weebly.com/assistive-technology-for-deafhard-of-hearing-children-erin-turner.html

Assistive Technology for the Deaf and Hard of Hearing

Alerting Systems | These systems can alert people who are deaf or hard of hearing by using lights, high-frequency sounds and vibrating notifications that work by way of traditional alarms. Alerting systems can be used for alarm clocks, doorbells, door knocks, phone calls, baby monitors, weather alerts, motion detectors, smoke alarms, and a wide range of other traditional alerting technologies. | Safe Awake, FEMA, The National Weather Service

Assistive Listening Devices (ALDs) | ALDs assist people who are deaf and hard of hearing with everyday communication. This technology allows the user to overcome the negative effects of background noise and distance to offer the user better hearing in everyday situations. | Williams Sound Digi-Wave System

Instant Messaging (IM) | Instant Messaging is a form of real-time communication between two or more people based on typed text. The text is conveyed via computers or wireless device connected over a network such as the Internet. | AIM, Hangouts, Skype Messenger

Internet Captioned Telephone Service | Make and receive phone calls using a telephone that displays real-time captions of phone conversations visible on your computer’s Internet browser or on a screen embedded on the base of your telephone. | Hamilton, Mobile CapTel

Internet Relay (IP Relay) | A telephone relay service that links your telephone with a specialized program for personal computers, laptops, mobile phones, or other devices capable of utilizing an IP Relay provider. | Sprint IP Relay

Telephone Relay Service (TRS) | Allows people who are Deaf, Hard of Hearing, Deaf-Blind or Speech-Impaired to place calls to standard telephone users via a keyboard or assistive device. | Relay NC

Video Chat (Videophone Chatting) | Interact in real time using audio and video technology by using a computer, tablet or wireless device. | Hangouts, Skype, Tango

Video Relay Service (VRS) | Allows non-signing individuals to communicate with people whose primary language is American Sign Language (ASL). You can use video conferencing equipment and sign language interpreters, or you can use your mobile device. | Purple, Sorenson Video Relay Service, ZVRS Purple, VRS, ntouch
Showing 1 to 8 of 8 entries

Accessibility for Deaf, Hard of Hearing, Deaf-Blind and Speech-Impaired Individuals

Accessibility Apps
Google Hangouts | Video chat with up to nine friends using mobile Hangouts. | FREE

Hamilton Mobile CapTel | Similar to captions on television, this app makes it possible for you to see exactly what is being said to you on every call. | FREE

PurpleMail | A video-based message system for deaf and hard of hearing customers that lets you access your PurpleMail video messages. | FREE

Red Cross Mobile Apps | An app that prepares you for Red Cross emergencies including tornadoes, hurricanes, wildfires, earthquakes, shelter finders and first aid.
| FREE

Sorenson Buzzcards | An app that works like a deck of flash cards. This allows you to decide what’s written on the cards, to make them as needed, to make them in advance and you can keep them organized by category. | FREE

SubtitleDroid | A simple but effective way to search and download subtitles for movies and TV shows. | FREE

Verbally | An easy-to-use, comprehensive Augmentative and Alternative Communication (AAC) app for the iPad.
| FREE

https://www.ncdhhs.gov/assistance/hearing-loss/assistive-technology-for-the-deaf-and-hard-of-hearing

2021-12-06 13:17:48 UTC

Definition:

(7) Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

I believe the key aspect of this category is that students who fall within it have more than one impairment that cannot be handled through a single IEP. Essentially, these students can't be accommodated in a special education program for solely one of their impairments.

These impairments include need in intellectual functioning, adaptive skills, sensory function, motor development, and communication skills.

Incidence:

The incidence of students with multiple disabilities is low. According to the National Center for Educational Statistics, only 2% of students who fall under the IDEA act have multiple disabilities.

(Source) https://nces.ed.gov/programs/coe/indicator/cgg

Assistive technology:

Depending on the type of disability, different assistive technologies may be appropriate. A program such as Clicker, which allows students to type sentences by selecting words, could be helpful. Smart Boards may also be useful. Other possible options include text-to-speech programs, picture dictionaries, assistive listening devices, etc. Multiple Disabilities covers a wide range of possible disabilities, so there are many kinds of assistive technologies that could be appropriate.

(Sources)
https://www.teachthought.com/technology/assistive-technology/
https://www.pathstoliteracy.org/technology-students-multiple-disabilities

Suggested Interventions/Accommodations:

Early intervention is recommended. Involve specialists such as speech therapists, etc. Prepare an Individualized Educational Plan. Arrange the classroom appropriately and provide assistive technology. Prepare a safety plan. Ensure that all the students show respect to the student, and integrate the student into the classroom.

(Source)
https://www.thoughtco.com/multiple-disabilities-3111125

2021-12-06 13:26:06 UTC

Intellectual Disibilities

2021-12-07 08:50:18 UTC

What are IDDs?

IDDs are differences that are usually present at birth and that uniquely affect the trajectory of the individual’s physical, intellectual, and/or emotional development. Many of these conditions affect multiple body parts or systems.

Intellectual disability¹ starts any time before a child turns 18 and is characterized by differences with both:

Intellectual functioning or intelligence, which include the ability to learn, reason, problem solve, and other skills; and
Adaptive behavior, which includes everyday social and life skills.

The term "developmental disabilities" is a broader category of often lifelong challenges that can be intellectual, physical, or both.²

"IDD" is the term often used to describe situations in which intellectual disability and other disabilities are present.³

_{Centers for Disease Control and Prevention. (n.d.).}_{Intellectual disability fact sheet}_{. Retrieved August 9, 2012, from}_{https://www.cdc.gov/ncbddd/developmentaldisabilities/facts-about-intellectual-disability.html}
_{American Association on Intellectual and Developmental Disabilities (n.d.).}_{Definition of intellectual disability}_{. Retrieved September 14, 2012, from}_{https://www.aaidd.org/intellectual-disability/definition}
_{American Association on Intellectual and Developmental Disabilities (n.d.).}_{FAQs on intellectual disability}_{. Retrieved September 14, 2012, from}_{https://www.aaidd.org/intellectual-disability/definition/faqs-on-intellectual-disability}

High-Incidence Disabilities reflect in students that make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

often hard to distinguish from students without disabilities, especially in non-school settings
often display a combination of academic, behavioral and social problems
can meet same standards as students without disabilities when highly structured interventions are put into place

Examples of High-Incidence Disabilities:

communication disorders (speech and language impairments)
specific learning disabilities (including attention deficit hyperactivity disorder [ADHD])
mild/moderate mental retardation
emotional or behavioral disorders
cognitive impairment
certain spectrum of autism

https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html.

Assistive Technologies:

There are alternative input devices. Alternative input devices are designed to allow students with disabilities to use computers and related technology easily. They include touch screens, modified keyboards, and even joysticks that direct a cursor through the use of body parts like chins, hands, or feet.
There are speech-to-text options, which is making mainstream waves through its use in cell phones. While it is a convenience tool for people without disabilities, speech-to-text provides a learning advantage for students who have mobility or dexterity problems, or those who are blind. It allows students to speak their thoughts without typing and even navigate the Internet. Speech-to-text options can also “talk back” to students and let them know about potential errors in their work.
Sensory enhancers. These take into account the fact that some children with disabilities may need to learn differently than their peers. Instead of ABCs and numbers first, a child with language hindrances may benefit from bright pictures or colors to learn new concepts. Sensory enhancers may include voice analyzers, augmentative communication tools or speech synthesizers.
For students with autism and related disorders, LAMP may be useful. LAMP, or Language Acquisition through Motor Planning, connects neurological and motor learning in a way that makes communication easier for students with autism and related disorders. These principles have proven especially helpful for students who do not speak or have very limited verbal skills.

https://www.thetechedvocate.org/assistive-technology-students-disabilities/

Incidence -

beatriz_gazapo — 2021-12-07 21:14:04 UTC

Low-incidence Disability

Definition -

beatriz_gazapo — 2021-12-07 21:14:28 UTC

As defined by IDEA: Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child´s educational performance but is not included under the definition of deafness.

Deafness and hearing loss may be defined according to the degree of hearing impairment, which is determined by assessing an individual´s sensitivity to loudness (sound intensity - measured in decibels, dB) and pitch (sound frequency - measured in hertz, Hz).

Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies. Generally, students whose hearing loss is greater than 90 decibels (dB) are considered deaf for the purpose of educational placement. Therefore, a hearing loss below 90 decibels (dB) is classified as a hearing impairment.

According to The National Dissemination Center for Students and Youth with Disabilities, there are four different types of hearing loss:
1. Conductive hearing losses.
2. Sensorineural hearing losses.
3. Mixed hearing losses.
4. Central hearing losses.

Bibliography -

beatriz_gazapo — 2021-12-07 21:51:23 UTC

Disability categories under IDEA - Inclusion resource. (n.d.). Google Sites. https://sites.google.com/site/inclusionresourcenotebook/disability-areas

How to integrate hearing assistive technology in the classroom. (2019, September 11). AG Bell Professionals. https://agbellprofs.org/2019/09/11/how-to-integrate-hearing-assistive-technology-in-the-classroom/

Inclusive teaching: Deaf and hard of hearing. (n.d.). ADCET. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired

Sec. 300.8 (C). (2018, May 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c

Special Education Eligibility. Chapter 6 - Hearing Impairment. (n.d.). American Academy of Special Education Professionals: American Academy of Special Education Professionals.
https://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-6-Special_Education_Eligibility.pdf

Assistive Technology -

beatriz_gazapo — 2021-12-07 22:09:34 UTC

As defined under Sec. 300.5 Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.

Hearing Assistive Technology (HAT) in the classroom -
This technology when integrated appropriately can improve student´s learning experience at school. The first step for the student success is to build a team of qualified professional (educational and clinical audiologists). This team would then communicate and work hand-to-hand with school officials, teachers, and parents to maximize the benefits for students.

1. Personal Frequency Modulation (FM) System and Personal Digital Modulation (DM) System.

FM and DM Systems are wireless personal listening devices that include a remote microphone placed near the desired sound source and a receiver for the listener that is designed to fit in the student´s hearing aid, cochlear implant or headphones. These systems are engineered to combat the negative effects of ambient noise by bringing the speaker´s voice directly into the student´s ear.

2. Hearing Loop (or Induction Loop) Systems.

Hearing or Induction Loop systems use electromagnetic energy to transmit sound. These devices are composed of: a sound source, an amplifier, a thin loop of wire installed in a classroom and a receiver worn in the ears or as a headset.

3. Alerting Devices.

Alerting devices include alarms and technology with flashing lights and loud sounds to alert students of an emergency situation (for example a fire).

4. Communication Access Real-time Translation (CART) and Captioning.

CART transcribes and translates spoken words into text in real-time. The captions are projected onto a large screen for all to see and can also be displayed in internet browsers on a computer o mobile device.

Combining CART and captioning with other hearing assistive technologies will further improve the student´s learning experience.

5. Amplified, Text and Adaptive Telephones (TTY).

Amplified and TTY telephones allow students to access phone calls not only through speech but also through text. These telephones transcribe the speech being said, which is then sent as a text message to the recipient´s phone.

Description and Warning Signs

2021-12-08 05:46:41 UTC

Consider long-term conditions that have a serious negative impact on a child's education. Included but not limited too: academic difficulties with no cognitive explanations, social concerns, inability to stabilize emotions & behaviors, unstable moods, and/or anxiety directly related to educational or personal issues.(Emotional Disturbance: Definition & Symptoms, 2016)

Incidence Level

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*High*

Common Diagnosis

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1. Anxiety Disorder
ie: PTSD, OCD & Panic Disorder

2. Bipolar Disorder
ie: Unstable mood swings

3. Conduct Disorder
ie: Aggression toward living things, destruction of property, deceitfulness and theft, or defiance toward rules

4. Eating Disorders
ie: Anorexia, Bulimia and Binge eating

5. Psychotic Disorders
ie: Schizophrenia

Considering these types of academic issues stem from psychological imbalances it is often recommended that parents, students and teachers seek advice from a trained professional to first test and diagnose the situation. Even with a school counselor on the premises what are some classroom interventions to maintain a functional and inclusive instructional environment?

https://www.parentcenterhub.org/emotionaldisturbance/#ref11

Positive Behavioral Interventions

2021-12-08 07:56:59 UTC

Also known as:
Positive Behavior Support-
- Work to limit negative outburst and stressors presented to the students
- Positive reinforcement to cultivate appropriate behaviors

(1) Routines
- Do not assume that students know the expectations for your classroom, and be sure to show them how you would like things to be done. When building and executing classroom routines, it is important to remain explicit so that students clearly understand your expectations. Give students multiple opportunities to practice classroom routines, provide ongoing support for routines and behaviors, reinforce expected behaviors, and explain the consequences if the expectations are not met.

(2) Take a Break
- At times, students may become overwhelmed or overly stimulated. Students may benefit from a 3-5 minute break to reset and get focused. Consider allowing students to rest and reset before an activity or before transitioning to a new task. Breaks can be used as a time for self-management and self-regulation. Self-management allows students to pause, reflect, and adjust problematic behavior. This can often be accompanied by meditation, breathing exercises, or movement exercises that ease the mind and body.

(3) Silent Signals
- These signals can be for your whole class, or you can establish special signals for a particular student who needs extra behavioral support. Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption. You can come up with signals for your class, or you all can create signals that work best for your community together. There can be signals for and from teachers and students.

(4) Proximity
- By simply getting physically closer to a student, you can get them on task without giving verbal instructions. Make it a habit to circulate your classroom while students are completing tasks to keep them focused.

(5) Quiet Corrections
- When students are off task, they often seek attention. Teachers need to remove the stage when addressing them. Avoid using shame and intimidation to correct a student; instead, quietly and quickly bend down and whisper to the student what you would like them to do and the consequences they will receive if the expectation is not met, then move away.

(6) Give Students a Task
- Problem behaviors affect your classroom and other students. If you notice a student has a behavioral challenge at a certain time of the day, consider giving them a task or errand to complete for you. This will give the student a chance to reset and come back and join the class. Also, consider ways to encourage leadership and peer interaction by pairing the student up with a classmate as a helper on an academic task.

(7) Positive Phrasing
- This refers to focusing on the positive results of a behavior. When doing so, children are more easily encouraged to demonstrate the behavior you want to see consistently. This can be done when establishing class rules. For example, if a student is not completing their homework. To positively reinforce the desired behavior, the teacher could say, “ If you finish your homework tonight, you will get to go outside and play with your friends at recess.”

8) State the Behavior You Want to See
- Positively narrate the appropriate behaviors you want to see or acknowledge children who meet expectations right away. This rewards positive behavior and repeats the expectation for students who may not have heard the first time. It is important to acknowledge and praise appropriate behaviors in your classroom constantly. On the other hand, you must adequately address and not praise or bring attention to negative or disruptive behaviors within the learning environment.

(9) Tangible Reinforcers
Rewards are an effective way to encourage positive behaviors. Rewards can be edible treats, toys, or a desired activity. Many educators can give free or inexpensive rewards that are not a financial burden. Be sure that you set clear guidelines for how to earn rewards. Set realistic goals so students can earn the reward consistently and maintain motivation. Get student input so the rewards are items or activities that the student desires.

https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

Teaching Strategies -

beatriz_gazapo — 2021-12-08 20:05:50 UTC

There are a number of teaching strategies which can be used by teaching staff and will help enormously.

Use multimedia approaches for visual representation of lessons content, instructions and cues.
Pre-teach new vocabulary.
When using visuals, allow time for students to view and process the information, and only then, allow students to offer responses.
Base instructional strategies on the individual´s receptive and expressive communication strengths.
Provide a peer (if professional not available) in the learning environment with whom the student can interact.
Prove copies of notes.
Guide students to formulate questions first; then answer their questions through reading.
For students who sign, ensure that all involved are consistent in the signs being used.
Use more than one mode of presentation for abstract concepts.

2021-12-10 01:02:37 UTC

Definition
Other health impairments covers a wide range of medical conditions that may interfere with a student's ability to learn as they reduce the energy, alertness, or strength of the student. This category is considered low-incidence ("Disability categories under idea - inclusion resource", n.d.), and includes health conditions like diabetes, ADHD, epilepsy, heart conditions, and sickle cell anemia, to name a few. According to the American Academy of Special Education Professionals, 12% of all students will fall into this category (AASEP, p. 77).

Accommodations

Teachers may need to make several accommodations in class for students with health impairments. They may need additional time or privacy to perform health tests, take medicine, or rest from fatigue. Kidney issues and high blood sugar may mean that the student will need more frequent access to the bathroom during lessons (CDC, n.d., p. 3).

They may also be absent frequently due to doctors visits or for treatment, and the teacher will need to accommodate for these chronic absences by providing class notes, online quizzes, or delayed deadlines (Gavin, 2018).

Teachers will need to be aware of health conditions, and adjust their expectations of student behaviour accordingly (Parette et al., 2007, p. 3-4). These needs of the students may be expressed in an existing IEP, or may need to be discovered through parent-teacher conference, or may be discovered through the teacher's observations, as included in my own flowchart in identifying struggling students (https://teachnowprogram.com/amazon/getS3File?file=https://platform-user-content.s3.amazonaws.com/submission_files/16013/1148/Stephens_C_-_Process_of_Special_Education_Needs.pdf).

Assistive technologies

The assistive technologies applicable to this category are as a varied as the conditions which fall under it. Diabetics, for example can suffer retinopathy which leads to poor vision and would be assisted with laptops or tablets with high-contrast settings, or adjustable text size (Harpold, 2019).
The use of electronic devices in place of sheets of paper also reduce the risk of paper cuts, which for a hemophiliac or diabetic can, in fact, be serious health risks in a classroom.
Speech-to-text and text-to-speech technology has been found to have a significant impact on students suffering for ADHD or other health conditions reducing mental focus ("5 assistive technology tools", 2019).
Computer-assisted instruction can be very helpful to students who are chronically absent from classes. This technology, even one as simple as a Moodle system, can help these students keep pace with the class and complete assignments while away from school (Young & MacCormack, 2018).

Sources
Alvernia University. (2019, April 4). 5 assistive technology tools that are making a difference. University of Alernia Website. Retrieved December 10, 2021, from https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/.

AASEP - American Academy of Special Education Professionals. (n.d.). Chapter 11 - other health impairments - AASEP. AASEP. Retrieved December 10, 2021, from http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-11-Special_Education_Eligibility.pdf.

CDC. (n.d.). Tips for supporting students with sickle cell disease. The Center for Disease Control. Retrieved December 8, 2021, from https://www.cdc.gov/ncbddd/sicklecell/documents/tipsheet_supporting_students_with_scd.pdf/.

Disability categories under idea - inclusion resource. Google Sites. (n.d.). Retrieved December 10, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas.

Gavin, M. L. (Ed.). (2018, August). Sickle cell disease factsheet (for Schools) (for parents) - nemours kidshealth. KidsHealth. Retrieved December 10, 2021, from https://kidshealth.org/en/parents/sickle-cell-factsheet.html.

Harpold, C. (2019, November 23). Occupational Therapy & Assistive Technology for persons with diabetes and visual impairment. OT's with Apps & Technology. Retrieved December 10, 2021, from https://otswithapps.com/2019/11/23/occupational-therapy-assistive-technology-for-persons-with-diabetes-and-visual-impairment/.

Parette, H.P., Crowley, E.P. & Wojcik, B.W. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. TEACHING Exceptional Children Plus, 4(1),. Retrieved December 10, 2021 from https://www.learntechlib.org/p/55642/.

Young, G., & MacCormack, J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. Retrieved December 10, 2021, from https://www.ldatschool.ca/assistive-technology/.

Bibliography

2021-12-10 03:25:22 UTC

Center for Parents Information & Resources. (2021, November). Emotional disturbance updated! Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities. https://www.parentcenterhub.org/emotionaldisturbance/#ref11

Inclusion Resource. (n.d.). High-incidence disabilities - Inclusion resource. Google Sites. https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities

Wadsworth, H. (2018, August 30). 9 examples of positive behavior support & interventions. Kickboard. https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

karenbarros3 — 2021-12-10 12:02:56 UTC

According to the IDEA, speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
It is consider a High-incidence disability, it's usually diagnosed at an early age and affects the development of communication skills in children who do not have any learning or hearing disabilities; it also affects their reading, speaking, writing and reading skills.
Some other disabilities can masquerade as a speech impairment like hearing issues, autism and a number of others, so a correct and early evaluation is important in order to avoid misdiagnosis.

Students with a Speech-language impairment, have to work at school under a developed IEP.
Some of the AT that can be used are:

Speech recognition programs (iListen and SpeakQ). Word recognition program.
Speech synthesizers/screen readers (ClassMate Reader and Write: OutLoud.

Sources:

Disability categories under idea - inclusion resource. Google Sites. (n.d.). Retrieved December 10, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas.

Parentcenterhub.org. 2021. Speech and Language Impairments | Center for Parent Information and Resources. [online] Available at: [Accessed 10 December 2021].

Parenting. 2021. Learning disabilities Archives. [online] Available at: [Accessed 10 December 2021].

NIDCD. 2021. Specific Language Impairment. [online] Available at: [Accessed 10 December 2021].

Specialeducationguide.com. 2021. [online] Available at: [Accessed 10 December 2021].

Incidence level : High

2021-12-10 16:00:03 UTC

https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities

Diagnosis

2021-12-10 16:06:44 UTC

In order to be diagnosed with a specific learning disorder, one must meet four criteria:

Have difficulties in at least one of the following areas for at least six months despite targeted help:
- Difficulty reading (e.g., inaccurate, slow and only with much effort).
- Difficulty understanding the meaning of what is read.
- Difficulty with spelling.
- Difficulty with written expression (e.g., problems with grammar, punctuation or organization).
- Difficulty understanding number concepts, number facts or calculation.
- Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).
Have academic skills that are substantially below what is expected for the child’s age and cause problems in school, work or everyday activities.
The difficulties start during school-age even if some people don’t experience significant problems until adulthood (when academic, work and day-to-day demands are greater).
Learning difficulties are not due to other conditions, such as intellectual disability, vision or hearing problems, a neurological condition (e.g., pediatric stroke), adverse conditions such as economic or environmental disadvantage, lack of instruction, or difficulties speaking/understanding the language.

https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

Assistive Technology

2021-12-10 16:09:30 UTC

Abbreviation expanders - Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations.

Electronic math work sheets - Electronic math worksheets are software programs that can help a user organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper.

Freeform database software - Used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by "jotting down" relevant information of any length and on any subject. He can later retrieve the information by typing any fragment of the original note.

Graphic organizers and outlining- Graphic organizers and outlining programs help users who have trouble organizing and outlining information as they begin a writing project. This type of program lets a user "dump" information in an unstructured manner and later helps him organize the information into appropriate categories and order.

Optical character recognition- This technology allows a user to scan printed material into a computer or handheld unit. The scanned text is then read aloud via a speech synthesis/screen reading system. Optical Character Recognition (OCR) is available as stand-alone units, computer software, and as portable, pocket-sized devices.

Personal FM listening systems - A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener.

Proofreading programs - Students who struggle with writing (e.g., spelling, grammar, punctuation, word usage, and sentence structure) may benefit from software programs (included in many word processing systems) that scan word processing documents and alert the user to possible errors.

Speech-recognition programs - A speech recognition program works in conjunction with a word processor. The user "dictates" into a microphone, and his spoken words appear on the computer screen as text. This can help a user whose oral language ability is better than his writing skills.

Speech synthesizers/screen readers - These systems can display and read aloud text on a computer screen, including text that has been typed by the user, scanned in from printed pages (e.g., books, letters), or text appearing on the Internet.

Talking calculators - A talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem. This auditory feedback may help him check the accuracy of the keys he presses and verify the answer before he transfers it to paper.

Talking spell checkers and electronic dictionaries -Talking spell checkers and electronic dictionaries can help a poor speller select or identify appropriate words and correct spelling errors during the process of writing and proofreading. Talking devices "read aloud" and display the selected words onscreen, so the user can see and hear the words.

Variable-speed tape recorders - Tape recorders/players allow a user to listen to pre-recorded text or to capture spoken information (e.g., a classroom lecture) and play it back later. Variable speed control (VSC) tape recorders speed up or slow down the playback rate without distorting the "speaker's" voice.

Word-prediction programs - Word prediction software can help a user during word processing by "predicting" a word the user intends to type. Predictions are based on spelling, syntax, and frequent/recent use. This prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes.

https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

Teaching Strategies

2021-12-10 16:09:59 UTC

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

Provide reading lists well before the start of a course so that reading can begin early. Consider tailoring reading lists and providing guidance to key texts. Allow work to be completed on an in-depth study of a few texts rather than a broad study of many.
Whenever you are introducing procedures or processes or giving directions, for example in a laboratory or computing exercise, ensure that stages or sequences are made clear and are explained in verbal as well as written form.
Students may benefit from using assistive technology.
Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead. Students with a learning disability often have a marked preference for an auditory mode of learning.
Present information in a range of formats – handouts, worksheets, overheads, videos – to meet a diversity of learning styles.
Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc.
Keep diagrams uncluttered and use colour wherever appropriate to distinguish and highlight.
Ensure that lists of technical/professional jargon which students will need to learn are available early in the course.
Recording lectures will assist those students who have handwriting or coordination problems and those who write slowly as well as those who have a tendency to mishear or misquote.
Students will be more likely to follow correctly the sequence of material in a lecture if they are able to listen to the material more than once.
Repetition is important for students with a learning disability. Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way.
Students with a learning disability will benefit from discussion on time management and organisation issues. Such discussions can be built into tutorial activities.
Extra tutoring in subjects where processes and sequences are important may be desirable.
Students with learning disability may benefit from having oral rather than written feedback on their written assignments.
Do not make students over-anxious about making mistakes, asking questions, getting through the work or meeting learning goals.
It may be helpful for students with a learning disability to have an individual orientation to laboratory equipment or computers to minimise anxiety.

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/specific-learning-disability

Bibliography

2021-12-10 16:11:04 UTC

Assistive technology for kids with learning disabilities: An overview. (2019, September 26). Reading Rockets. https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

High-incidence disabilities - Inclusion resource. (n.d.). Google Sites. https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities

Section 1401 (30). (2019, November 7). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/30

Specific learning disability. (n.d.). ADCET. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/specific-learning-disability

What is specific learning disorder? (n.d.). Home │ psychiatry.org. https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

Incidence Level - Low Incidence

2021-12-10 18:17:56 UTC

Incidence just means the rate of occurrence of something happening. The incidence level of visual impairment including blindness is considered low.

Assistive Technology and Other Interventions

2021-12-10 18:21:33 UTC

Assistive Technology:
Questions to Ask Prior to Purchasing A.T.

Does the student have a visual impairment and require magnification in order to access print?
Is the student a visual, auditory, or tactile learner or a dual media learner?
Can the student use magnification?
Are motor skills or other disabilities important to consider?
How long will the piece of technology meet the student's educational needs?
What type of support and training will be needed?
What is the environment?
What are the environmental considerations (lighting, sound, space, positioning, electricity, portability, accessibility)?

Reading Assistance

These assistive technologies are examples of software/devices that can help those who are blind or visually impaired read printed material or surf the web.

JAWS Screen Reader
JAWS stands for Job Access With Speech and is a popular screen reader. JAWS works with Windows operating system and provides text-to-speech and braille output.
Kurzweil Education
This text-to-speech software can help those who are blind or visually impaired use computers and also can read scanned printed material. Kurzweil offers various versions for individuals, schools, and institutions.
Refreshable Braille Displays
This page from the American Foundation for the Blind has a list of refreshable braille displays. These devices processes information on computer displays and electronically raises and lowers different combinations of pins in braille cells. It changes continuously as the user moves the cursor around on the screen.

References
University of Illinois. (2021). LibGuides: Blind/Visual Impairment: Common Assistive Technologies. https://guides.library.illinois.edu/c.php?g=526852&p=3602299

Willings, C. (2020). Assistive Technology Assessment for Students who are Blind or Visually Impaired. Teaching Students with Visual Impairments. https://www.teachingvisuallyimpaired.com/assistive-technology-assessment.html

Own Mind Map

2021-12-10 18:31:35 UTC

This is the flow chart process I follow for identifying necessity of differentiated instruction at my school.

Definition:

2021-12-11 13:53:16 UTC

"Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness."

In summary: Deaf-blindness aka dual sensory loss is the combination of visual and hearing loss that affects a person's everyday activities.

Symptoms:

2021-12-11 14:04:15 UTC

A person may be born with either hearing or visual problems but rarely both. Typically, the other or both problems worsen over time.

Hearing Signs:
-needing to turn up the volume
-difficulty in following conversation
-not hearing background noises
Vision Signs:
-holding books close to the face
-problems seeing in low light/bright light
-bump and trip over things

https://www.nhs.uk/conditions/deafblindness/symptoms/

Low Incidence

2021-12-11 14:05:12 UTC

https://sites.google.com/site/inclusionresourcenotebook/disability-areas

Assistive Technology to Help with Vision:

2021-12-11 14:28:32 UTC

Video Magnifiers - uses a video camera to project an image onto a screen or monitor
Tablets - already has built in zoom features to enlarge text or pictures
Hand Held Magnifiers - students can use this to read print, drawings, and small objects in detail

https://www.nationaldb.org/info-center/educational-practices/assistive-technology/

Assistive Technology to Help with Hearing:

2021-12-11 14:38:10 UTC

Frequency Modulation Systems: the teacher uses a microphone and the receiver is used by the student, the receiver transmits sounds directly to the student
Sound-Field Systems: the teacher uses a wireless microphone to talk into while receiver speakers are placed around the classroom to tune out background noise, amplifies the teacher's voice
Alerting Devices: uses lights or vibrations to alert the person a sound has occurred such as doorbells, fire alarms, and knocks on the door

https://www.nationaldb.org/info-center/educational-practices/assistive-technology/

Teaching Strategies:

2021-12-11 15:00:41 UTC

In addition to learning how to use Assistive Technology, there are other strategies teachers can utilize when teaching students with deaf-blindness. Touch will be an important sense for students to learn from as it can be a way for them experience their surroundings.

Tactile Modeling: This is when the student will feel the teacher's actions by touching parts of the body and/or objects that are involved. This gives the student a demonstration of the activity or action so they can imitate it.

Hand Under Hand: This approach is where the teacher would put their hand under the student's hand so the student can safely explore.

https://www.nationaldb.org/info-center/educational-practices/hand-under-hand/

Definition

2021-12-11 15:35:45 UTC

"Traumatic brain injury means 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. Traumatic brain injury 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. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma."

In summary: a traumatic brain injury occurs when the brain is damaged due to to an external force. Traumatic brain injuries can occur due to an accident, loss of oxygen, or even birth injuries. Traumatic brain injuries can lead to cognitive impairments, learning difficulties and motor impairments.

Symptoms

2021-12-11 15:45:29 UTC

Traumatic brain injuries can cause disruptions in many areas of the subjects life. The areas that can be effected by a traumatic injury include:
1. Behavior
2. Cognition (memory, comprehension, speed of cognition, problem solving, understanding, etc)
3. Communication problems
4. Emotional instability
5. Fatigue
6. Hormonal imbalance
7. Physical impairments
8. Amnesia
Traumatic brain injury symptoms depends largely upon the area of the brain that has experienced trauma. In order to fully understand the difficulties of the student, we would need to understand the area of the traumatic brain injury.

Incidence Level

2021-12-11 15:47:55 UTC

Traumatic brain injuries are classified as low incidence under IDEA. This means that the likelihood of having a student with a traumatic brain injury in our class is lower, but we should still be aware of this challenge.

The CDC states that 3.5 million American men, women and children are living with the permanent effects of a traumatic brain injury. That is 1.04% of Americans.

Assistive Technologies

2021-12-11 15:57:28 UTC

To help with communication:
Speech generating devices such as 'GoTalks' which generates pre-recorded responses for individuals who are unable to speak.
To help with memory problems:
There are many recording devices available for students to use in order to replay important information that they may not be able to retain in the classroom. This allows students to review information in their own time and in the comfort of their homes. Students can also simply use a smartphone as well.
To help with writing:
Writing requires fine motor skills which individuals with traumatic injuries may struggle with. For students who are not speech impaired, they can use technology such as Dragon NaturallySpeaking which will write out exactly what they say. For students who are cognitively impaired, they can use Co:Writer Universal which uses predictive text to help the student write coherently and can help expand vocabulary.

Teaching Strategies

2021-12-11 16:07:20 UTC

Teachers of students with traumatic brain injuries can use the following strategies to help their students succeed in the classroom:
1. Repetition: Students with traumatic brain injuries may have a hard time retaining information and repetition may be necessary.
2. Demonstrations and examples: Providing students with traumatic brain injuries with demonstrations and examples will help them to understand tasks more clearly than just explaining it to them.
3. Avoid figurative language: While we also all avoid figurative language when teaching second language learners, we should also do the same with students with traumatic brain injuries. This is especially important if the student is severely cognitively impaired.
4. Give them more time: Give them enough time to complete tasks and ensure that they are not discouraged by tight timelines.
5. Apply memory building tasks: For students who are struggling with their memory, help them to build up their memory skills by incorporating memory tasks. There are a lot of fun memory games available that will help students with traumatic brain injuries.
6. Understand limitations: Students may tire easily and have some physical impairments that will require attention and care.
7. Keep the environment distraction free: Students may require a quiet and calm environment for learning to be optimal.

Mind Map for Identifying and Helping Struggling Students

2021-12-11 16:10:26 UTC

Here is my mind map for identifying and helping struggling students in my classroom.

Additional Information

2021-12-11 16:12:39 UTC

An informative video from brainline about what schools should know about students with traumatic brain injuries.

References

2021-12-11 16:18:49 UTC

Sec. 300.8 (c). (2018, May 25). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c

Disability Categories Under IDEA - Inclusion Resource. (n.d.). Retrieved from https://sites.google.com/site/inclusionresourcenotebook/disability-areas

MEDIAmaker. (n.d.). Effects of brain injury. Retrieved from https://www.headway.org.uk/about-brain-injury/individuals/effects-of-brain-injury/

LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies. (n.d.). Retrieved from https://guides.library.illinois.edu/c.php?g=497977&p=3409451

Traumatic Brain Injury. (n.d.). Retrieved from http://www.projectidealonline.org/v/traumatic-brain-injury/

Brainline. (2011, February 17). Retrieved December 11, 2021, from https://www.youtube.com/watch?v=dVRc0hVcGg0

An orthopedic impairment is defined by the Individuals with Disabilities Education Act (IDEA) as “a severe orthopedic impairment that adversely affects a child’s educational performance.” IDEA specifies that this term “includes impairments caused by a congenital anomaly [birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).” Put directly, orthopedic impairments involve physical disabilities which could affect the academic process.

samnutt — 2021-12-12 01:50:17 UTC

http://www.projectidealonline.org/v/orthopedic-impairments/

samnutt — 2021-12-12 09:03:30 UTC

Assistive TechnologyDue to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:speech recognition softwarescreen reading softwareaugmentative and alternative communication devices (such as communication boards)academic software packages for students with disabilitiesDevices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:caneswalkerscrutcheswheelchairsspecialized exercise equipmentspecialized chairs, desks, and tables for proper posture developmentOrganizations

samnutt — 2021-12-12 09:03:53 UTC

Cohort 4 - 13 categories of disabilities (IDEA) by BEATRIZ GAZAPO IGLESIAS

Definition

Intellectual Disibilities

Incidence -

Definition -

Bibliography -

Assistive Technology -

Description and Warning Signs

Incidence Level

Common Diagnosis

Positive Behavioral Interventions

Teaching Strategies -

Bibliography

Speech synthesizers/screen readers (ClassMate Reader and Write: OutLoud.

Incidence level : High

Diagnosis

Assistive Technology

Teaching Strategies

Bibliography

Incidence Level - Low Incidence

Assistive Technology and Other Interventions

Own Mind Map

Definition:

Symptoms:

Low Incidence

Assistive Technology to Help with Vision:

Assistive Technology to Help with Hearing:

Teaching Strategies:

Definition

Symptoms

Incidence Level

Assistive Technologies

Teaching Strategies

Mind Map for Identifying and Helping Struggling Students

Additional Information

References

http://www.projectidealonline.org/v/orthopedic-impairments/