• Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive behavior.

Autism is generally based on the level of impairments and how they impact the ability to function.

There are 3 main types of ADHD:

• predominantly inattentive presentation- refers to challenges with staying on task, focusing, and organization.

• predominantly hyperactive / impulsive type- refers to excessive movement like fidgeting, excessive energy, not sitting still, and being talkative. impulsivity refers to decisions or actions taken without thinking through the consequences.

• combined presentation- refers to when both criteria for both inattentive and hyperactive/impulse types are met

• doesn't pay close attention to details

• has problems staying focused on tasks / activities

• doesn't seem to listen when spoken to

• doesn't follow through on instructions (may start tasks but quickly loses focus)

• has problem organizing tasks and work

• avoids / dislikes tasks that require sustained mental effort

• often loses things needed for tasks or daily life

• easily distracted

• forgets daily tasks

Hyperactive / impulsive type

• fidgets / taps hands or feet, or squirms in seat

• not able to stay seated

• runs about or climbs where it's inappropriate

• unable to play or do leisure activities quietly

• always "on the go" as if driven by a motor

• talks too much

• blurting out answers before the question has been finished

• has difficulty waiting their turn

• interrupts or intrudes on others

Low vision

• Decreased visual acuity

  • 20/70 or worse in the better eye with best correction

• Visual field loss

  • if the visual field loss is large enough, an individual may be classified as having low vision

Total blindness vs. Legal blindness

• Total blindness refers to the absence of all light

• Legal blindness refers to a severe to profound visual impairment

In the U.S:

• people are considered legally blind when they have 20/200 vision or worse, with the best correction, or a visual field less then 20 degrees

Signs of visual impairments. Sights for Hope. (n.d.). https://sightsforhope.org/signs/

Common Method Using Measurements

• Moderate Visual Impairment

  • visual acuity: 20/70 to 20/160

• Severe Visual Impairment

  • visual acuity: 20/200 to 20/400

    and / or

  • visual field: 20 degrees or less

• Profound Visual Impairment

  • visual acuity: 20/500 to 20/1000

    
    

Eye Disease

• certain eye conditions can lead to different degrees of permanent vision loss

• most common vision threatening eye diseases- macular degeneration, diabetic retinopathy, glaucoma, cataracts, and serious eye infections

Genetics and family history

Illnesses that increase the risk of developing a sight-threatening eye infection

• diabetes

• stroke

• thyroid disease

• myasthenia gravis

• Lyme disease

• AIDS

• tumors located around the eye

Injury

• head injuries can have long-lasting or permanent effects on someone's eyesight

• Rheumatoid and osteoarthritis and related inflammatory conditions

  • resulting from a medical condition post birth

• Cerebral palsy

  • from childbirth

• Spinal Cord Injury

  • the most common physical disability resulting from traumatic injury, through some SCIs can result from a medical condition

• research

• treatment

• adaptive equipment

• mobility devices

• job training

• educational opportunities

• quality of life

• political advocacy

Longstanding nonprofits

• United Spinal Association

• United Cerebral Palsy

• Arthritis Foundation

• Muscular Dystrophy Association

• National Multiple Sclerosis Society

• Epilepsy Foundation

• Spina Bifida Foundation

Hospitals offer in-patient physical therapy

• for people recovering from surgery / treatment

Outpatient physical therapy

• designed for a wide range of exercises, manual therapy, mechanical devices, and stations for: heat, cold, electricity, sound waves, and radiation treatment

• can help a person adjust to using a prosthesis or assistive mobility device

Goal of Physical Therapy

• minimize loss of mobility via specific treatment and fitness and wellness programs, tailored to the persons condition, age, and goals

Occupational Therapy

• set up like a workplace

• retrain people with physical disabilities to return to their jobs via new approaches

  • doing physical labor or with assistive devices

• train people with physical disabilities for an entirely new career, should their disability preclude their reassuming their prior job duties

• planning

• organizing

• turn-talking

• problem solving

Playing games can give kids experience in:

• focus

• concentration

• working memory

• flexibility in safe spaces

Educational games are a fun way to learn more about how students think and work.

• Write questions around the ball, for any subject, as students catch the ball, they will answer the question, then throw the ball to the next kid, so on and so on.

• The students can be given 1 free "pass", and they can share the problem solving with another student.

Pictionary

• create a list of topics that students can visualize, can be used for any subject, they can work in 2 teams

• one student will draw a card, and proceed to draw an image that the other team uses to guess the word

• can add a timer for an extra challenge

• this highlights outside of the box thinking

Memory

• have a set of cards with a mix of pairs, can be used for any subject

• put the cards face down on a flat / sturdy surface

• take turns flipping cards over to try and find matching pairs

Kahoot

• can be used for any subject

• engaging, music, competitive and fast paced

• the students will be able to create their own characters before the game begins

• can be multiple choice, true or false, or Jeopardy-esque games

• Bilingual Education Federal and State Policies

• Emergent Bilingual Terminology Shift

• Emergent Bilingual Student Program Funding

• Historically Poor Quality of Instruction

• Bilingual Education Approaches

• Best Practices for Instruction and Program Design

• Teacher Preparation & Recruitment

• most common learning disability

• a language processing disorder characterized by difficulty with speaking, reading, writing, or understanding words

• can cause a person's vocabulary to develop at a slower pace

• can lead to issues with grammar and reading comprehension

Dysgraphia

• may have difficulty putting thoughts into writing

  • resulting from issues with grammar, vocabulary, memory, critical thinking, and spelling

• characterized by poor handwriting

• can make it hard for the individual to think and write simultaneously

Dyscalculia

• "math dyslexia"

• difficulty with numbers, concepts, and reasoning

• may struggle to count money, read clocks, tell time, and performing mental math

Auditory Processing Disorder (APD)

• difficulty processing sounds due to the brain misinterpreting auditory information received by the ear

• may confuse the order of sounds in certain words, or may not be able to distinguish between sounds such as a teacher's voice, and background noise in the class

Nonverbal Learning Disabilities (NVLD)

• difficulty interpreting nonverbal cues

  • facial expressions, body language, and tone of voice

Visual Perceptual / Visual Motor Deficit

• difficulty with hand-eye coordination and motor activities

• frequently losing their spot when reading

• demonstrating unusual eye movements while reading / writing

• confusing similar- looking letters

• difficulty navigating their environment, and struggle to manage items like pens, pencils, crayons, glue, and scissors

• academic testing

  • healthcare provider may administer a standardized achievement test

  • checks person's reading, writing, arithmetic skills, and IQ

Performance Review

• healthcare provider may review / evaluate the individuals academic, professional, social, and developmental performance

Medical History

Physical and Neurological Exam

• healthcare provider may conduct a physical and neurological exam to check for other health conditions such as brain diseases, mental health conditions, and developmental and intellectual disabilities

Treatments

• Special Education

• Medications

• Therapy

• Support Groups

Decisions are made based upon the student needs and not on labels and places

Effective inclusion should be about names and the uniqueness of the kids, not about scores and numbers

Effective inclusion is about the resources provided, not the places where the services are offered

• every kid is unique and has their own names, gifts, and talents

• all students belong in gen-ed classrooms

• students are not known for their scores or numbers

Relationships

• relationships will develop when students feel respected and accepted as full members of their school community

• can create a safety net for students to develop a growth mindset, a belief that they can learn if they work hard and preserve

• students' needs drive instructional and support decisions, not labels

Responsibility

• once relationships are formed, teachers, parents, and students can share responsibility for student success

The 3 R's help us remember what inclusion is about in and outside of classrooms and throughout the whole community

• what inclusion should/ can look like

• instructional setting

• collaboration

• instruction

• continuum of support

• quick observations

• the 3 R's

• what kinds of tests are covered

• what testing accommodations are

• who is eligible to receive testing accommodations

• what testing accommodations must be provided

• what kind of documentation is sufficient to support a request for testing accommodations

• how testing entities report test scores for test-takers receiving disability-related accommodations

  
  

• what they can help people do

• assistive technology used at home

• assistive technology used on the go

• assistive technology you can use anywhere

• assistive technology for when people are caregiving

• ways to find assistive technologies

• explanation of if you need a prescription for assistive technologies

• explanation on whether or not you can travel with it

• Individualized Education Programs are put in place when an individual has a disability or a delay that impacts their ability to learn

• It describes the student's specialized instruction and support that the school and teachers will abide by

Goal Development

• Goals set by students that offer a structured approach, and break down big aspirations into specific and actionable steps

• typically using SMART Goals

• they are specific, measurable, achievable, relevant, and time-bound

• allows for individualized services that are geared toward the students' needs

• includes a set of personal goals and a whole school to help the student meet their goals, and to learn at their best ability

Goal Development

• improves focus and motivation

• enhanced time management

• personal growth

• academic success

• career preparation

• provides tailored educational plans

• sets measurable goals

• outlines any necessary accommodations for a student

• ensures legal compliance

• tracks progress

Goal Development

• framework ensures students to stay focused, motivated, and on track in order to achieve success

• it helps students focus on the smaller steps they have to take in order to reach their bigger goal

• describes in depth of what an IEP is, and what purpose it serves

• provides certain benefits an IEP can offer

• gives steps of how you can obtain an IEP

• what the IEP team should do and include

Goal Development

• the importance of goal setting

• benefits of goal setting

• different examples of students' goals

• describing what SMART Goals are

• steps to set SMART Goals

• steps to create effective student goals

• difference of setting short-term and long-term goals

• how to monitor and adjust goals

• different strategies to track progress

• ways to adjust for success

• how to overcome challenges in goal setting

• ways to stay motivated

• how to deal with setbacks

• different goal setting resources and tools

• other frequently asked questions

• school will create an IEP team with relevant specialists, therapists, and teachers, as well as the student themselves and parent

• the parent will review the evaluation results and learn about the child's needs for support in areas

• think about your child's needs and whether you have any concerns, and come up with a vision of how you see the child succeeding

• the school should use the information to draft an IEP for the child

• the parent will have a first IEP meeting to go over and talk about the draft- there is room to negotiate with the school about the child's needs and what's on the IEP

• sign the IEP form once you and the child are happy with it

Goal Development

• identify the desired outcome

• break goals into smaller tasks

• incorporate accountability

• regularly evaluate progress

• Differentiated Instruction- Provide tiered assignments and projects that cater to varying learning styles and abilities

• Academic Rigor- We can offer more challenging materials, such as advanced readings, online resources, or novel studies

• Extension Activities- Providing additional resources and projects that delve deeper into topics, allowing students to explore and learn at their own pace

Fostering Creativity and Problem-Solving

• Project-based Learning- Encourage students to work on real-world projects that require critical thinking, creativity, and problem-solving

• Brainstorming Sessions- Encourage students to work together, collaborate, share ideas, and build on each other's thoughts and suggestions

Building Autonomy and Self-Expression

• Choice and Flexibility- Offer students choices in what they learn, how they learn, and how they demonstrate their knowledge

• Reflective Practices- Encourage students to reflect on what their have learned, setting goals, and develop self-assessment skills

Building Strong Relationships and Feedback

• Regular Check-Ins- Schedule individual or group meetings to discuss progress, providing feedback, and setting goals

• Strength-Based Feedback- Focus on students' strengths and areas of excellence, rather than their weaknesses

• Educators should receive training in regard to teaching gifted and talented students. It should include differentiated instruction, project-based learning, and curriculum development

Collaboration

• We can form partnerships with colleagues, mentors, and industry experts to leverage resources, expertise, and support

Parent-Teacher Connections

• We should be encouraging open communication between parents/guardians to share knowledge, concerns, and goals

• they require more in-depth and complex information to remain engaged and motivated

Challenge and Stimulation

• gifted and talented students thrive on new and innovative challenges that end up testing their cognitive abilities

Autonomy and Choice

• they need a sense of control regarding their own learning, allowing them to make decisions and take ownership of their education

Opportunities for Self-Expression

• some gifted and talented students may crave different opportunities to express themselves in creative manners that showcase their talents

• permanent hearing loss in the inner ear- usually caused by the cochlea not working effectively

Auditory Neuropathy Spectrum Disorder (ANSD)

• a problem occurring more deeply within the ear

• sounds are received normally by the cochlea, then become disrupted as they travel to the brain

Conductive Deafness

• usually temporary but sometimes permanent

• sound cannot pass effectively through the outer and middle ear to the inner ear

• caused by blockages such as wax or fluid

• the latter, known as glue ear, can last up to 3 months and is very common in preschool children

• the teacher can wear a mini microphone that connects to a students' hearing aid- this can help the student(s) feel included in the classroom and ensure they don't miss any important information

Dedicated Staff

• employing a communication support worker, or even learning support assistance can provide valuable help for students

• they can ensure the student is supported while the teacher is able to give proportionate attention to other students

Teaching

• making sure to limit the times you turn away from the class while talking

• ensure the student is understanding every task/instruction

• seating the child closer to the front, or in the front of the class

Meeting with Parents

• students may confide in parents with any issues, concerns, or problems, and the parents should be able to communicate with the teachers

• allows for optimal support at home and at school

How to do this:

• have clear rules and expectations in place

• provide immediate feedback to the student

• use non-verbal cues or a code word to communicate inappropriate behavior

• encourage the student to take ownership of their actions

• impose consequences for severe inappropriate types of behavior

• this will help students with special needs to feel safe and secure within the classroom

• a well-organized classroom will give students the ability to focus better and foster independence

Use multisensory approaches

• engages with different senses, this will help make it effective for students with special needs

Collaborate with parents and caregivers

• communication about progress, challenges, and strategies cam help lead to more tailored support at school and home

Implement positive behavior support

• this will focus more on reinforcing the desired behaviors, instead of punishing them for the undesirable ones

Use technology effectively

• educational apps, interactive whiteboards, and assistive devices can help enhance engagement and learning

  
  

• academic

• social

• domestic

Intelligence related symptoms

• delayed or slowed learning of any kind

• difficulty with reasoning and logic

• problems / trouble with judgement, critical thinking, problem-solving skills, and planning abilities

• genetics and inheritance

• infections

• teratogens (alcohol, tobacco, radiation exposure, etc.)

• medical conditions while pregnant (hypothyroidism)

During birth Causes

• lack of oxygen

• premature birth

• brain injury during birth

Causes during Early Childhood

• injuries or accidents

• infections

• tumors or growths in the brain

• medical conditions (seizures / epilepsy)

• average mental age between 9-12 years

• may interfere with learning or complex tasks, but they can often work around their difficulties

• about 85% of individuals with intellectual disabilities have a mild level severity

Moderate

• average mental age between 6-9 years

• can communicate using simple language

• can achieve an education level of about an elementary school level

• many can learn to live independently, but will need varying levels of help along the way- kind of support found within a group home

Severe

• average mental age between 3-6 years

• can use single words, phrases and / or gestures to communicate

• can benefit from daily care and support with activities and daily life

Profound

• average mental age of around 3 years or below

• can communicate nonverbally

• understand some gestures and emotional cues

• benefit from 24/7 medical care and support for all activities and aspects of life

• tests using blood and urine and more

• can identify underlying causes of intellectual disability or related conditions

Genetic Counseling

• identify genetic conditions that are causing or contributing to intellectual disabilities

• can help prevent or limit complications related to these underlying conditions

Imaging Tests

• helpful when identifying conditions that involve differences in brain structure

What are their strengths, and what are their challenges?

What kinds of programs or support organizations are available in my area or online that can help me or my child?

What kind of school programs exist to help my child with their education?

Will my child be able to live independently, and if so, what kind of services might they need to do so?

Does my child have any other conditions, and- if yes- are they treatable?

• a method of adapting and learning environment to the specific requirements of each student

• educators can provide content in many different media's- visual, aural, and kinesthetic

Visual Supports

• students that have autism or learning impairments might benefit significantly from visual assistance

• we can use graphic organizers, picture symbols, and visual schedules

• can make instructions clearer and boost students' capacity to absorb information

Hands-On Activities

• improves engagement and information retention

Technology Based Tools

• can open new communication options

• improves engagement within the classroom

  
  

• teachers can guarantee students with disabilities have access to the same curriculum as their peers

• teachers can use instructional practices to tailor instruction for students

• allows for students to overcome an achievement gap and enhance their academic achievements

Social and Emotional Growth

• collaborative learning, positive behavior support, and interest-based learning can help foster social and emotional development

• help them develop self-esteem, positive relationships, and social skills

Increased Independance

• by using instructional practices and allowing students to take active participation within their education, it will help the students with disabilities become more autonomous

• difficulty making certain sounds

• may be left off, added, changed, or distorted

• can make it hard for people to understand the student

Fluency Disorder

• something is disrupting the rhythmic and forward flow of speech

• usually a stutter

• individual's speech contains an "abnormal number of repetitions, hesitations, prolongations, or disturbances"

• tension may be seen in the face, neck, shoulders, or fists

Voice Disorder

• problems with pitch, loudness, resonance, or quality of the voice

• voice may be hoarse, raspy, or harsh- some may sound quite nasal or "stuffy"

• people with voice problems often notice changes in pitch, loss of voice, loss of endurance, and sometimes a sharp or dull pain associated with voice use

• if you can't understand the student and you have asked them to repeat themselves, you can ask the student to show you or say it in a different way

• if the child has a consistent speech sound error, use written text to increase the child's ability to see, hear, and be aware of that sound

• highlight words in their own writing or classroom worksheets that contain the child's sound(s) that they are working on in speech

Fluency

• avoid asking questions that require lengthy or complex verbal responses

• allow the student time to complete his / her thoughts without interrupting or completing the sentence for them

• reduce the pressure to respond to questions immediately

• maintain eye contact with the child while listening to them

Voice

• discuss healthy ways for students to use their voices with the whole class

• place a picture of someone talking on the student's desk; when you hear a vocal misuse, touch the picture on the desk to help the student use a good vocal technique

Type 1

• body doesn't make insulin

• the amount of glucose in their blood may be higher than normal

• their bodies may not use glucose effectively

• will need to take insulin every day to stay alive

Type 2

• body doesn't make insulin

• may not make enough to control blood glucose

Blood Glucose Meter

• uses a small drop of blood from a finger to measure blood sugar levels

Continuous Glucose Monitor

• device that works throughout a tiny sensor inserted under the skin of the belly or arm

• can test blood glucose every few minutes

• need help with all aspects of diabetes care

some elementary school-age

• can monitor their glucose, but most will need help from adults

middle school and high school- age

• should be able to manage their diabetes themselves

Section 504 of the Rehabilitation Act of 1973 (Section 504)

Americans with Disabilities Act of 1990 (ADA)

Individuals with Disabilities Education Act (IDEA)

All laws address the school's role in helping students with diabetes

• helping students with diabetes succeed

• what diabetes is

• why it's important to manage diabetes

• how it's managed

• what kinds of help different age groups will need in school

• effective diabetes management in school

• the school health team

• health care and educational plans

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