Disability Categories

Intellectual Disability Handout

Definition in IDEA: “…significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(6)]

In 2010, President Obama signed Rosa’s Law, which replaced the stigmatizing label “Mental Retardation” with the more acceptable term “Intellectual Disability”

  

IDs are the most common form of developmental disability

 1-3% of America’s general population and 10% of students requiring SPED have an ID

Causes: Genetic conditions (e.g. Down syndrome, Fragile X syndrome, Williams syndrome), problems during pregnancy (e.g. mother who used alcohol during pregnancy, improper cell division), problems at birth (e.g. lack of oxygen), and health problems (e.g. malnutrition, lack of appropriate medical care, contact with poisons, and diseases like whooping cough, meningitis, or the measles)

Characteristics:

·         Variety of physical markers depending on cause of the disability

·         Below average intelligence ranging in incidence rate and severity

o   For a mild diagnosis, students’ IQ scores will be between 70-75 or below

o   For a moderate to severe diagnosis, students’ IQ scores will be approximately 55 or below

·         Slower learning rate and greater difficulty retaining information

·         May reach a point where learning levels off

·         Difficulty generalizing skills learned in one context to another

·         Trouble solving problems/thinking logically

·         Difficulty with social and daily living skills

·         Developmental delays

Suggested Teaching Strategies:

·         Treat students appropriately according to their chronological age

·         Carefully follow the strategies outlined in the student’s IEP

·         Break large concepts down into smaller steps and include breaks

·         Teach one subject or idea at a time

·         Supply manipulatives to concretely represent concepts

·         Provide opportunities for continued practice in a variety of settings

·         Teach social and daily living skills

·         Match expectations to instruction (i.e. accommodations and modifications)

·         Use peer-tutoring, inclusive methods, and family involvement

Additional Resources:

The Arc

http://www.thearc.org/page.aspx?pid+2335

The Arc is a community-based organization that advocates and serves those with intellectual and developmental disabilities and their families. The site includes various fact sheets on intellectual disabilities detailing everything from the causes of these disabilities to criminal justice issues regarding these disabilities.

The Utah Association for Intellectual Disabilities (UIAD)

http://www.uaidutah.org/home

The UIAD is a relatively new non-profit organization that formed in 2008 after The Arc of Utah closed due to financial reasons. UIAD took over some of the services the local Arc chapter provided, including the “Holiday Gift Box Program, Bridge to the Future, Connections to Computers, and socialization projects.” The Bridge to the Future is a particularly beneficial resource for parents and educators alike, outlining the services a person with an intellectual disability may require throughout stages of his or her life. People interested in supporting UIAD’s mission are welcome to volunteer.

Project Ideal

http://www.projectidealonline.org/index.php

Project Ideal is part of a teacher preparation program meant to prepare teachers to work with students with disabilities.  It provides helpful resources such as tips for classroom management and managing student behavior along with descriptions of disability categories and disability law.

The U.S. Equal Employment Opportunity Commission

http://www.eeoc.gov/facts/intellectual_disabilities.html

The EEOC provides information on employment opportunities and the rights of workers with intellectual disabilities.  EEOC is an important resource for educators to gain knowledge on how to prepare students with disabilities for future jobs and opportunities.  This resource would be especially applicable for secondary teachers.

American Association on Intellectual and Developmental Disabilities (AAIDD)

http://www.aamr.org/index.cfm

The AAIDD offers links to national disability organizations focusing on specific disabilities.

Link to Prezi Presentation:
http://prezi.com/beglyp6beu_g/intellectual-disability/

SPEECH and LANGUAGE

IMPAIRMENT

Definition

• There are many kinds of speech and language disorders that can affect children. In this fact sheet, we’ll talk about four major areas in which these impairments occur. These are the areas of:
  • Articulation | speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”);
  • Fluency | speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns;
  • Voice | speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness; and
  • Language | language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say. (1)

Specific words in IDEA

• “(11) 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.” [34 CFR §300.8(c)(11]

Characteristics

• A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. Characteristics may include:

• interruption in the flow or rhythm of speech such as stuttering (known as dysfluency);
• trouble forming sounds (called articulation or phonological disorders);
• difficulties with the pitch, volume, or quality of the voice;
• trouble using some speech sounds, such as saying "see" when they mean "ski."

• A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Characteristics include:

• improper use of words and their meanings;
• inability to express ideas;
• inappropriate grammatical patterns;
• reduced vocabulary and inability to follow directions

Strategies

• Patience, patience, patience
• Accepting and accommodating an individual’s speech and individual instruction
• Encourage the student to participate in classroom activities, giving her adequate time to speak.
• Create an environment of acceptance and understanding in the classroom, and encourage peers to accept the student with speech impairment
• Practice and maintain easy and effective communication skills:
  • model good listening skills,
  • facilitate participate of all students in discussion and activites

Speak to the student as you would with any other student.

Do not interrupt or try to complete her thoughts. Ask her to repeat her message when necessary; do not feign understanding.

When introducing new vocabulary, help the student practice difficult words. Dividing words into syllables and pronouncing each syllable will improve speech, reading and writing.

Using many different listening activities will also aid the student in comprehending and determining her own production of sounds.

Have the student answer “yes” or “no.”

Resources

Definitions

• http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,
• http://nichcy.org/disability/specific/speechlanguage

Characteristics

• http://www.ci.maryville.tn.us/mhs/MCSSped/speechlang.htm

Strategies

• www.ataccess.org
• www.asha.org
• www.projectidealonline.org
• http://www.brighthubeducation.com/special-education/

  
  

  
  

  Danielle H. and Patrick G.

  Other Health Impairments

  
  

  Definition:

  • Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment

  
  

  Characteristics:

  • Fatigue, Mobility issues, Issues involving attention, Coordination difficulties, Muscle weakness, Frequent absences or lateness’s to school, Stamina, inability to concentrate for long periods of time.

  
  

  To name a few:

  • Seizure Disorder: epilepsy, or a physical condition when the brain changes suddenly and student shakes uncontrollably.
  • Sickle Cell Disease: blood cell shape cannot carry oxygen to cells effectively: fatigue.
  • Asthma/Allergies: largest group, student generally feel unwell or tired. (only sever cases receive accommodations other student fall under 504)
  • Chronic health impairments: sever burns, cancer, AIDS, Diabetes

  
  

  Accommodations:

  • Most Common: Helping student make up missed work.

  Less rigid rules for participation, due dates etc..

  • Emotional: find out student problems and help them find strategies by writing or drawing their struggles.

  • Provide materials with featuring students with similar struggles: books, movie.
  • Work with families!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

  
  

  Learning Strategies:

  • Check knowledge through verbal responses.

  • Marking or circling correct answers on worksheets works better than filling in blanks.

  • Break tasks into small parts.

  • Assistance with organization of materials and lesson (particularly those with AD/HD).

  • Modification should only be made when necessary.

  
  

  Student Support:

  • Medical Services: Services provided by a professional physiciah, which determines the child’s medically related disability.
  • School heath services/school nurse: Services provided by the school to ensure a student receives the medical services described in their IEP.
  • Alternative school settings, Homebound instruction, Services provided by the hospital, Adaptive/assistive technology.

  
  

  References:

  • National Dissemination Center for Children with Disabilities:

  Http://nichcy.org/disability/specific/ohi

  • Project Ideal:

  http://www.projectidealonline.org/healthImpairments.php

  • National Association of Special Education Teachers:

  http://www.naset.org/2278.0.html

  • National Resource Center AD/HD:

  http://help4adhd.org/

  • CHADD of Utah:

  http://www.chaddofutah.com/

  • Including Students with Special Needs

  Friend Marilyn, Bursuck William, Incuding students with special needs, (2012), 193-196.

  
  

  Hearing Impairment

  Brett B. & Cat S.

  
  

  LEGAL DEFINITION

  • Federal Disability Definitions – Title 34: Education
  • Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section.

  COMMON CHARACTERISTICS

  • Lack of attention

  • Turns or cocks head
  • Uses gestures
  • Monotone quality in voice
  • Lack of speech development
  • Works best in small groups
  • May act out
  • Difficult in following direction
  • Preoccupied with things, not people
  • Imitates others
  • Responds to noises instead of words
  • Reluctant to participate orally

  “MOTOR CHARACTERISTICS”

  • May have balance problems that cause developmental delays or motor ability
  • May have difficulty of motor speed

  LEARNING STRATEGIES & TEACHING TIPS

  • Make sure the student can you see you when you are speaking so the student can see your lips.
  • Use visual aids whenever possible. It is easier for a student to pick up words and follow the conversation when they know what the subject matter is going to be.
  • Speak clearly and normally. Don’t slow down your words or shout.
  • Writing important announcements or instructions on the board is a good way to clarify.
  • Provide transcripts with audio information
  • When showing videos, make sure they are captioned.
  • Learn some basic signs to use during instruction.
  • Talk to the individual and the not interpreter when communicating.

  RESOURCES

  http://www.northwestern.edu/disability/faculty/strategies/hearing-loss.html

  • Provides a brief description of the nature of hearing impairment, instructional strategies, common accommodations, assisted listening devices, transcriptions, and closed captioning information.

  http://www.ctc.ca.gov/credentials/creds/federal-disability-definitions.pdf

  • Provides the Federal Disability Definition of hearing impairment under Title 34: Education, Sec. 300.8 Child with a disability. Also provides many other important disability definitions.

  http://www.tahperd.org/LINKS/links_pdfs/APE%20factsheets/Hearing_Impairment.pdf

  • Provides the definitions of deaf, hard of hearing, the different degrees of hearing loss, and difficulty understanding speech. Also provides the behavioral characteristics of hearing impaired individuals and teaching tips.

  http://www.nidcd.nih.gov/Pages/default.aspx

  • The National Institute on Deafness and Other Communication Disorders website. Provides health information, health resources, research, news, and events.
    
    

  
  

  Traumatic Brain Injury (TBI)

  Siri W. & Alison J.

  Definition: The Individuals with Disabilities Education Act defines Traumatic Brain Injury as “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.

  Causes: Some of the major causes of brain injury include Brain hypoxia and ischemia may result from traumatic brain injury, circulatory problems such as cerebral vessel spasm or stroke, and lack of oxygenation that may occur during cardiopulmonary arrest.Lack of adequate oxygen to the brain causes cell death that can be localized or widespread. The extent of brain cell death influences the degree of neurological impairment and disability. Trauma, lack of oxygen, lack of blood flow (ischemia), infection and metabolic disorders. Liver failure, low blood sugar (hypoglycemia), kidney failure, and toxic exposure to such substances as alcohol, drugs, sedatives, poisons, and some heavy metals. In general, brain injury associated with metabolic disorders is widespread throughout the entire brain.

  Common Associated Characteristics:

  · Onset: Sudden

  · Cause: One or more blows to the head accompanied by altered mental status, including loss of consciousness

  · Functional Changes: Marked contrast between pre- and post-onset capacities: memory loss, reduced processing speed, impaired executive functions

  · Physical Disabilities: May include loss of balance, weakness, paralysis, visual/ sensory changes, headaches

  · Emotional Difficulties: Labile mood, depression and anxiety frequently found

  · Behavioral Difficulties: Unpredictable: possible agitation, aggressiveness, restlessness, impulsivity

  · Awareness of Deficits: Limited-to-full awareness

  · Skills and Knowledge: Pre-TBI learning is largely intact

  · Difficulties with Learning: Old information is easier to recall than new

  · Peer Interactions: Affected by cognitive deficits, behavioral difficulties, reduced social skills

  Suggested Teaching Strategies: (from nichy.org)

  · Find out as much as you can about the child’s injury and his or her present needs.

  · Find out more about TBI through the resources and organizations listed below. These can help you identify specific techniques and strategies to support the student educationally.

  · Give the student more time to finish schoolwork and tests.

  · Give directions one step at a time. For tasks with many steps, it helps to give the student written directions.

  · Show the student how to perform new tasks. Give examples to go with new ideas and concepts.

  · Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time.

  · Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill.

  · Show the student how to use an assignment book and a daily schedule. This helps the student get organized.

  · Realize that the student may get tired quickly. Let the student rest as needed.

  · Reduce distractions.

  · Keep in touch with the student’s parents. Share information about how the student is doing at home and at school.

  · Be flexible about expectations. Be patient. Maximize the student’s chances for success.

  · It's important to remember that a student who has suffered TBI will have different educational needs than before their injury. Because of the sudden and traumatic nature of their injury, there are emotional and social changes to consider. There must be careful evaluation and planning to address the student's needs in their IEP.

  Additional Resources:

  http://nichcy.org/disability/specific/tbi#help

  The National Dissemination Center for Children With Disabilities, this is a comprehensive website for all disabilities. For TBI, there is information about symptoms, statistics, and help for parents and teachers.

  http://biausa.fyrian.com/index.htm

  This website is for Brain Injury Association of America. This is very useful with resources for families and caregivers, diagnosis and treatment, advocacy and more.

  http://www.cdc.gov/traumaticbraininjury/

  The Centers for Disease Control and Prevention discusses different types of TBI, statistics, causes and risk groups, prevention, and long-term outcomes.

  http://www.ninds.nih.gov/disorders/tbi/tbi.htm

  National Institute for Neurological Disorders and Stroke gives information about diagnosis, treatment, prognosis, and organizations that can help.

  http://www.mssm.edu/static_files/MSSM/Files/Research/Centers/Traumatic%20Brain%20Injury%20Central/TBIKIDS.pdf

  This PDF is a great resource for getting information about how TBI occur, the effects that are seen in the patients, and what teachers can do to make a child with a TBI more comfortable in the classroom and able to learn.

  
  

  
  

  Specific Learning Disabilities 

  Caitlin J. & Vanessa J.                                       

  Definition:  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, including conditions such as perceptual disabilities, brain injury , minimal brain dysfunction, dyslexia, and developmental aphasia.  If the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences age-appropriate instruction in one of more of the following areas:

  
  

  ·         Oral expression

  ·         Listening comprehension

  ·         Written expression

  ·         Basic reading skill

  ·         Reading fluency skills

  ·         Reading comprehension

  ·         Mathematics calculations

  ·         Mathematics reasoning

  
  

  Does not make adequate progress to meet age or grade-level standards in one or more of the prior areas identified when utilizing the process of the child’s response to empirically based interventions; or a pattern of weaknesses and strengths that have been determined to exist in performance, achievement or both, relative to age, state-approved grade-level standards, or intellectual development, as determined by certified assessment professionals. Specific learning disabilities are considered a high-incidence disability.  The U.S. Department of Education reports that there are over 2.8 million students being served for specific learning disabilities and that’s approximately 47.4% of all children receiving special education.

  
  

  Characteristics:

  —  Intellectual

  —  Academic

  —  Reading

  —  Writing and drawing

  —  Arithmetic

  —  Behavior

  —  Communicative abilities

  —  Physical

  
  

  Teaching Strategies

  Perceptual Difficulties

  —  Do not present two pieces of information together that may be perceptually confusing.

  —  Highlight important characteristics of new material

  Students with Attention Difficulties

  —  Maintain attention by breaking long tasks and presenting limited amounts of information.

  —  Use prompts and cues to draw attention to important information. (like highlighting instructions)

  Students with Memory Difficulties

  —  Chunking- grouping of large strings of information into smaller or more manageable “chunks”.

  —  Rehearsal or repetition, either oral or silent

  —  Elaboration weaving of the material to be remembered into a meaningful content.

  —  Categorization- being able to memorize information in categories. Ex. Animals

  
  

  RESOURCES

  —  www.interdys.org

  Gives information about dyslexia, October is national dyslexia awareness month.

  —  http://www.projectidealonline.org/specificLearningDisabilities.php

  Gives helpful information, not for just one disability, but for several disabilities.

  —  http://www.ldaamerica.org
  Want to create opportunities for success for all children with learning disabilities.

  —  http://www.ncld.org

  Gives basic information and resources for schools.

  
  

  Orthopedic Impairment

  Brecken C. & Patsy M.

  
  

  Definition: Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

  
  

  Characteristics of Students who have Orthopedic Impairment:

  
  

  ·         Learning, perceptual, or sensory problems

  
  

  ·         May impede speech production

  
  

  ·         Impede expressive language of the child

  
  

  Characteristics based on 3 Categories of Orthopedic Impairments:

  Neuromotor Impairments: an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems.

  ·         Limited limb movement

  ·         Loss of urinary control

  ·         Loss of proper alignment of spine

  Two most common are Spina Bifida and Cerebral Palsy

  1.      Spina Bifida: is a developmental defect of the spinal column. It may or may not affect intellectual functioning. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

  ·         Involves some paralysis

  2.       Cerebral Palsy : refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements.

  The four most common types of cerebral palsy include:

  ·         Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

  ·         Athetoid (movements are contorted, abnormal, and purposeless)

  ·         Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

  ·         Mixed (any combination of the types)

  Degenerative Diseases:  are composed of various diseases that affect motor development. The most common is muscular dystrophy.

  ·         Muscular dystrophy: group of inherited diseases characterized by progressive muscle weakness

  Musculoskeletal Disorders: are composed of various conditions that can result in various levels of physical limitations

  ·         juvenile rheumatoid arthritis

  ·         limb deficiency

  Teaching Tips

  • Special seating arrangements to develop useful posture and movements
  • Instruction focused on development of gross and fine motor skills
  • Securing suitable augmentative communication and other assistive devices
  • Awareness of medical condition and its effect on the student (such as getting tired quickly)
  • Educate everyone in the school community on a student’s disability
  • Have parent/student/resource staff conferences to ensure classroom is accommodating for each child’s IEP

  Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used

  ·         speech recognition software

  ·         screen reading software

  ·         augmentative and alternative communication devices (such as communication boards)

  ·         academic software packages for students with disabilities

  Learning Tools

  • Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
  • Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
  • Speech-Language Pathologists who work with the student on problems with speech and language
  • Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
  • Other Therapists (Massage Therapists, Music Therapists, etc.)

  
  

  Additional Resources

  ·         Project Ideal: http://www.projectidealonline.org/orthopedicImpairments.php

  ·         Bright Hub Education: http://www.brighthubeducation.com

  ·         National Center on Accessible Instructional Materialshttp://aim.cast.org/learn/disabilityspecific/physical

  United Cerebral Palsy: http://www.ucp.org/

  
  

  Multiple Disabilities
  
  

  Brittinie G & Tricia T.

  “It should be noted however, that these students can also have average or even above-average intelligence”

  
  

  Resources: United Cerebral Palsy Association – www.ucp.org Utah Center for Assistive Technology – ucat.usor.utah.gov Assistiveware – www.assistiveware.com Project Ideal - http://projectidealonline.org/multipleDisabilities.php National Dissemination Center for Children with Disabilities http://nichcy.org/disability/specific/multiple

  
  Multiple Disabilities
  
  

  Encompasses a combination of conditions that may impact a student’s ability to learn and achieve success in an academic setting.  o   Students with severe disabilities are typically included under this terminology. o   This disability category includes those students with the most severe physical, cognitive, and communicative impairments.  o   The common connection isn’t that they have two or more co-existing impairments, but that they generally need extensive support across any number of skill areas.

  
  

  Characteristics - Six Categories that impact their learning:

  Intellectual functioning-  Most have severe impairments Adaptive skills-  Especially self-care and social skills Programs should include self-care and self-advocacy components (essential for their inclusion in the community)

  
  

  Motor development- Significant delays in fine and gross motor skills Physical Therapy w/ orthopedic supports to improve deficits in motor Sensory impairments- Hearing and visual impairments are common Having a clear understanding of their sensory impairments will

  
  

  help develop appropriate instructional programs.

  
  

  
  

  Health care needs- Medical procedures, medical aids, medications

  
  

  
  

  Communication skills- Challenges requiring augmentative and alternative communication

  
  
  

  Teaching Strategies:

  Planning process: a multidisciplinary process (parents, teachers, physical therapist, assistive technology teachers, and any additional support staff).  Determining the students strengths and desires  Determine what Resources and support will be needed  Develop an IEP  Integrate students with multiple disabilities with other peers.  Part of the

  learning process is social development. Peer tutoring – Must be reciprocal.  Student with MD should be able to provide something to the tutoring process, even if it is simply social behavior.  Assistive technology – is an effective tool for students with MD in overcoming functional and communicative limitations.  Augmentative and Alternative Communication –is any

  
  

  instructional device, technique, or system that serves to support and bolster communication

  GOAL: AAC devices allow students with MD to share countless emotional and social benefits that can come from a reciprocal interaction with another person. 

  Tangible and tactile symbol systems:

  Choice boards

  Object prompts & symbols

  Physical modeling & prompting

  Computer or microswitch technology
  
  
  

  Emotional Disturbance

  
  
  

  Mickayla W. & Michelle H.

  
  

  Examples of ED  

  
  

  
  

  Anxiety Disorder

  
  

  
  

  Bipolar Disorder

  
  

  Eating Disorder

  
  

  Psychotic Disorder

  
  

  Obsessive-Compulsive Disorder

  
  

  Conduct Disorder

  
  

  What is Emotional Disturbance?

  
  

  A condition exhibiting one or more of the following characteristics over a long period of time:

  
  

  · An inability to learn that cannot be explained by intellectual, sensory, or health factors

  
  

  · An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

  
  

  · Inappropriate types of behavior or feelings under normal circumstances

  
  

  · A general pervasive mood of unhappiness or depression

  
  

  · A tendency to develop physical symptoms or fears associated with personal or school problems

  
  

  Definition from IDEA

  Characteristics

  When a person’s physical, social, or cognitive skills are affected

  
  

  ·        Hyperactivity (short attention span, impulsiveness)

  
  

  ·        Aggression/self-injury (acting out, fighting)

  
  

  ·        Withdrawal (not socially interacting, excessive fear/anxiety)

  
  

  ·        Immaturity (inappropriate crying, temper tantrums)

  
  

  ·        Learning difficulties (academically below grade level) 

  
  

  Learning Strategies:

  
  

  ·       Family therapy

  
  

  ·       Training strategies for parents

  
  

  ·       Training in problem-solving for child

  
  

  ·       Community-based services

  
  

  ·       Psychotherapy or counseling

  
  

  ·       Diet

  
  

  ·       Medication

  
  

  ·       Positive behavioral support in the school environment

  
  

  ·       Reward appropriate behaviors

  
  

    

  
  

  Resources & Support

  · Positive Behavioral Interventions & Supports (www.pbis.org)

  
  

  o Provides school assistance for identifying, adapting, and sustaining disciplinary practices

  
  

  · Anxiety& Depression Association of America (www.adaa.org

  
  

  o Provides information and helpful services available.

  
  

  o Information separated into categories (military, women, college, teens, children)

  
  

  · National Eating Disorders Association (www.nationaleatingdisorders.org)

  
  

  o Supports individuals and families affected by eating disorders

  
  

  o Serves for prevention, cures, and access to quality care

  
  

  · National Alliance on Mental Illness (www.nami.org)

  
  

  o Information available, provides programs and services, online support groups, and advocacy
  
  
  

  IDEA Category of Disability (Developmental Delay)

  Nichole V & Kara H

  
  
  

  Description & Definition of developmental delay:

  
  (1) Who is experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and
  
  (2) Who, by reason thereof, needs special education and related services. [34 CFR §300.8(b)] 
  

  a)      Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b).

  
  It’s a good idea to find out if your state has added details to this definition of developmental delay. States are allowed to do so, if they choose. They also decide on the age range of children with whom the term may be used (3-5, 3-9, or any subset between 3-9).
  
  It may be helpful to know that, under IDEA:
  

  • Your state may not require that your local school district also adopt and use the term developmental delay in working with children.
  • If your local school district decides to use the term, it must use the same definition and age range as the state does.

  
  

  Characteristics:

  
  

   Skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Children reach milestones in playing, learning, speaking, behaving, and moving (crawling, walking, etc.). A developmental delay is when your child does not reach these milestones at the same time as other children the same age.

  
  

  What are developmental milestones?
  Developmental milestones are a set of functional skills or age-specific tasks that most children can do at a certain age range. Your pediatrician uses milestones to help check how your child is developing. Although each milestone has an age level, the actual age when a normally developing child reaches that milestone can very quite a bit. Every child is unique!

  
  

  Examples of Developmental Milestones:

  
  

  • Gross motor: using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positions.
  • Fine motor: using hands to be able to eat, draw, dress, play, write, and do many other things.
  • Language: speaking, using body language and gestures, communicating, and understanding what others say.
  • Cognitive: Thinking skills: including learning, understanding, problem-solving, reasoning, and remembering.
  • Social: Interacting with others, having relationships with family, friends, and teachers, cooperating, and responding to the feelings of others.

  If a developmental delay is not recognized early, children must wait to get the help they need. This can make it hard for them to learn when they start school. In the United States, 17 percent of children have a developmental or behavioral disability. But, less than half of children with problems are identified before starting school.

  
  

  Additional Resources:

  NICHCY Developmental Delay Resources:
  The National Dissemination Center for Children with Disabilities (NICHCY) offers brief, but detailed fact sheets on Developmental Delays. Each fact sheet defines the disability, describes its characteristics, offers tips for parents and teachers, and connects you with related information and organizations with special expertise. Also, lists early intervention services by state.   

  
  

  Center for Disease Control and Provention (CDC), Local Health Department & Make-A-Difference Information Network:  An alternative to questions about children development is the local health department or finding testing locations near your community contact the Make-A-Difference Information Network at 1-800-332-6262 begin_of_the_skype_highlighting

  
  

  Developmental Delay Resources (DDR): 
  A nonprofit organization dedicated to meeting the needs of those working with children who have developmental delays in sensory motor, language, social, and emotional areas. DDR publicizes research into determining identifiable factors that would put a child at risk and maintains a registry, tracking possible trends. DDR also provides a network for parents and professionals and current information after the diagnosis to support children with special need.

  What is Developmental Delay? 
  This website answers many of the frequently asked questions about Developmental Delays, the causes of them, what to do if you suspect DD, early intervention strategies and techniques, special education, and transition.
  
  
  

  VISUAL IMPAIRMENT INCLUDING BLINDNESS

  Bruce A. & David S.

  
  
  

  Definition

  According to IDEA - Sec. 300.8 (c) (13)

  
  

  Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

  
  

  An fyi from our text book, Including students with special needs: A practical guide for classroom teachers (Friend & Bursuck, 2012) explains that the term legal blindnessmeans the vision in the best eye, with correction, is 20/200 or lower (what a person with normal vision can see at 200 feet can only be seen at 20 feet), or the visual field is 20 degrees or less (the person sees a small slice of what others can see).

  
  

  
  

  Characteristics

  
  

  According to NICHCY, common signs that a child may have a visual impairment include the following:

  
  

  ·         Eyes that don’t move together when following an object or a face

  
  

  ·         Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or up and down, or eyes that do not seem to focus

  
  

  ·         Eyes that bulge, dance, or bounce in rapid rhythmic movements

  
  

  ·         Pupils that are unequal in size or that appear white instead of black

  
  

  ·         Repeated shutting or covering of one eye

  
  

  ·         Unusual degree of clumsiness, such as frequent bumping into things or knocking things over

  
  

  ·         Frequent squinting, blinking, eye-rubbing, or face crunching, especially when there’s no bright light present

  
  

  ·         Sitting too close to the TV or holding toys and books too close to the face

  
  

  ·         Avoiding tasks and activities that require good vision

  
  

  If any of these symptoms are present, parents will want to have their child’s eyes professionally examined. Early detection and treatment are very important to the child’s development.

  
  

  
  

  Types of Visual Impairment

  
  

  Not all visual impairments are the same, although the umbrella term “visual impairment” is often used to describe an eye condition or disorder. Common visual impairments you are likely familiar with are near-sightedness and far-sightedness. Less familiar visual impairments include:

  
  

  Ø  Strabismus, where the eyes look in different directions and do not focus simultaneously on a single point;

  
  

  Ø  Congenital cataracts, where the lens of the eye is cloudy;

  
  

  Ø  Retinopathy of prematurity, which may occur in premature babies when the light-sensitive retina hasn’t developed sufficiently before birth;

  
  

  Ø  Retinitis pigmentosa, a rare inherited disease that slowly destroys the retina;

  
  

  Ø  Coloboma, where a portion of the structure of the eye is missing;

  
  

  Ø  Optic nerve hypoplasia, which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision; and

  
  

  Ø  Cortical visual impairment (CVI), which is caused by damage to the part of the brain related to vision, not to the eyes themselves.

  
  

  
  

  Teaching Strategies

  
  

  
  

  Encourage independence:  it is often difficult for these students to become as fully independent as they are capable of being.  The classroom teacher should encourage independence as often as possible to avoid the trap of “learned helplessness.” Encourage the student to move independently through the classroom, and organize your classroom accordingly.

  
  

  Communicate:  with the student, with the students’ parents, with special educators, the O & M specialist, and other teachers who have more experience than you.

  
  

  Learn about the student’s specific visual impairment:  what aspects of vision are affected, and how does that affect the student’s ability to move around the classroom, see the board, or read a textbook.  Students and parents can be good sources of information.

  
  

  Adapting your classroom:  account for the student’s specific visual impairment.  Place a student with low vision near the front of the room where he or she can see the blackboard. Control lighting variables when presenting learning materials to those students who are sensitive to light and glare.  Make safe lanes to walk through, and keep cupboard doors closed.

  
  

  Verbal cues: for those students who cannot see body movements or physical cues, verbal cues are necessary.

  
  

  Textbooks and instructional materials:  students need access to materials in the appropriate media and at the same time as their peers.  For students who are blind this may mean braille and/or recorded media. For the student with low vision, this may mean large print text or the use of optical devices to access text and/or recorded media while in class.

  
  

  Use the IEP:  it serves as a guide for what the student’s goals are, and what accommodations are appropriate.
  
  
  
  

  Deafness

  Benjamin S., Anna P., and Juliane R.

  
  
  

  Legal Definition of Deafness: 

  
  

  Deafness is defined as “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.”

  *Important to understand the distinction between Deafness and Hearing Impaired.

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

  Characteristics of Students Who Are Deaf: 

  
  

  1.      Typically no visible indicators, but students who are deaf often use hearing aides or cochlear implants to amplify sound. 

  
  

  2.      Students have difficulty learning vocabulary, grammar, word order, and idiomatic expressions.

  
  

  3.      Frequent requests for repetition or clarification. 

  
  

  4.      Tendency to bluff when not hearing someone due to the fear of asking them to repeat themselves.  

  
  

  5.      Students can lack maturity for the following reasons:

  
  

  a.       Rules of etiquette are acquired through listening and imitating, which is not possible for individuals who are deaf.

  
  

  b.      Students fail to develop group social skills because interactions involving multiple conversations are confusing. 

  
  

  Types of Hearing Loss:

                                                                       

  
  

  1.      Conductive:  Disease or obstruction in the outer or middle ear.  Students can derive benefit from hearing aids and cochlear implants.

  
  

  2.      Sensorineural:  Occurs in the cranial nerve, inner ear, or central processing center of the brain.  Sensorineural deafness is very difficult to treat. 

  
  

  3.      Mixed hearing loss:  Occurs in the outer, middle, and inner ear.  Hearing aides may help but have limited effect. 

  
  

  4.      Central hearing loss: Damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or the brain itself.  Central hearing loss is very rare and very hard to treat. 

  
  

  Suggested Learning Strategies: 

  
  

  -Teacher Tips: 

  
  

  1.      Reduce ambient noise in the classroom. 

  
  

  2.      Face the class while presenting information. 

  
  

  3.      Use appropriate body language, facial features, and signals while speaking.

  
  

  4.      Stand in one location, rather than moving around the room.  Make sure the student is sitting near the teacher to facilitate lip-reading.

  
  

  5.      Use visual aids as often as possible.

  
  

  6.      Speak clearly, but do not exaggerate sounds while speaking.

  
  

  7.      Enroll in a sign language course, or at least learn some useful signs.

  
  

  8.      Create peer support

  
  

  9.      Help students learn to use their residual hearing to the maximum extent possible. 

  
  

  -Learning Tools: 

  
  

  1.      Assigned services- including interpreters, note takers, teachers’ aides or integration assistants. 

  
  

  2.      Amplification devices for students with some residual hearing

  
  

  a.       Hearing aids

  
  

  b.      FM system (student has a small speaker, teacher uses a small microphone)

  
  

  c.       Cochlear implants (sophisticated electronic hearing device that transmit electric signals to the brain). 

  
  

  3.      American Sign Language (ASL)

  
  

  4.      Manually Coded English  (MCE) such as:  Signed Exact English (SEE)

  
  

  5.      C-Print (a typist is present in class using standard abbreviation to capture what is being said.  Students read information on a computer screen).

  
  

  6.      Teachers should include closed captioning when showing videos.  

  
  

  Additional Resources: 

  
  

  •      Hands and Voices (non-profit): http://www.handsandvoices.org/

  
  

  •      National Dissemination Center For Children with Disabilities:http://nichcy.org/tags/deafness-or-hearing-impairment

  
  

  •      National Association of the Deaf: http://www.nad.org/

  
  

  •      Utah Deaf Services: http://deafservices.utah.gov/

  
  

  •      Council for Exceptional Children: http://www.cec.sped.org/

  
  

  •      Bright Hub Education- http://www.brighthubeducation.com/

  
  

  •      American Society for Deaf Children: http://www.deafchildren.org/
  
  
  

  Deaf-Blindness

  Janelle B. & Chelsea E.

  
  

  
  

  Legal Definition- Simultaneous 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.

  Causes-

  ·         Illness

  ·         Accident

  ·         Genetic syndrome like Usher Syndrome

  
  

  ·         Premature birth

  
  

  ·         Meningitis

  
  

  ·         Post-natal complications

  
  

  
  

  Characteristics-

  
  

  ·         Auditory impairment and visual impairment with vision loss being the primary disability

  
  

  —  Auditory impairment and vision impairment with auditory impairment as the primary disability

  
  

  —  Auditory impairment and blindness; deafness and visual impairment, and deaf-blindness

  
  

  —  Congenitally Deaf-Adventitiously Blind

  
  

  —  Congenitally Deaf-Blind

  
  

  —  Adventitiously Deaf-Blind

  
  

  —  Adventitiously Deaf-Congenitally Blind

  Degrees

  
  

  —  Hard of Hearing-Blind

  
  

  —  Hard of Hearing-Visually Impaired

  
  

  —  Deaf-Visually Impaired

  
  

  —  Deaf-Blind

  Challenges

  
  

  ·         Dependent on others

  
  

  ·         Communication

  
  

  ·         Navigating surroundings

  
  

  ·         Finding social, living, and employment situations

  
  

  ·         Reaction from others because of differences

    Learning Strategies-

  —  Talk with student (where possible) to see what resources they require.

  —  Assisted Listening Devices- Small device worn by instructor that increases volume and clarity of lecture.

  —  Interpreter

  —  Note takers

  —  Tutors

  —  Readers

  —  Handouts that are converted into students preferred reading style (i.e. braille)

  —  Large Print/Braille Materials or Taped Textbooks

  —  Reading Machines

  —  Audiovisual Materials

  —  Oral tests, extended test time, reading machine, better lighting and possibly test converted to braille 

  
  

  Additional Resources

  
  

  —  http://nichcy.org/disability/specific/deafblindness

  —  http://www.nationaldb.org/ISSelectedTopics.php?topicID=941&topicCatID=24

  —  http://www.hknc.org/

  —  http://www.aadb.org/

  — http://wwwcms.hutchcc.edu/...tpshtdb.pdf

  —  http://www.usdb.org/deafblind/default.aspx

  —  http://www.deafblindinfo.org/

  —  http://www.utahbabywatch.org/index.htm
  
  
  

  Autism defined by IDEA

  Mari P. & Allie C.

  
  

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

  
  
  

  IDEA Regulations: Part 300 / A / 300.8 / c / 1 / i

  
  

  Statistics

  CDC Report 2012 from http://www.autism-society.org/
  
  1 in 88 are diagnosed
  1 in 54 boys 
  
  

  Austim Spectrum includes:

   
  

  Autistic Disorder

  Rett syndrome

  Childhood disintegrative disorder

  Pervasive developmental disorder-not otherwise specified (PDD-NOS)

  Asperger syndrome

  
  Characteristics
  

  • Social Relationships:
    • Difficulty establishing relationships
    • Resist human contact
    • Issues with social interaction
    • Lack of eye contact
    • Uninterested in others
• Communication
  • Delayed language
  • Struggle to maintain communication (conversations)
    • Poor communication leads to inappropriate behaviors (screaming, hitting, biting, running)
  • Echolalic speech – repeat what others say
• Repetitive Behaviors
• Interests
  • Narrow range of interests
  • Can spend hours alone exploring 1 thing obessesively
• Student Stress
  • Tend to get stressed easily
  • Difficultly dealing with stress
  • Get stressed or “set off” by little things
  • Often need rituals to complete tasks
Non Profit Organizations


www.autismspeaks.org
www.autism-society.org


Teacher Tips
• Create structured/predictable environments
• Establish and display clear procedure for tasks
• Establish and display rules
• Establish consistent pattern for instruction
•  Use visuals (pictures) for displaying rules and procedures
• Foster social interactions
  • Teach children with autism to take turns, wait, complete tasks, be flexible, be quiet…
• Communication
  • Variety of strategies depending on level of ASD
    • Language
    • Sign Language
    • Communication boards
• Other tips:
  • Social Stories: Brief stories of when certain behaviors are acceptable and not acceptable
  • Picture Exchange Communication System: display picture of desired item or task…student responds…no words used
  • Visual Schedules: Pictures that depict daily routines displayed in classroom and in student notebook
  • Special Education Department: work with SPED to develop a plan that works with each individual student.
Resources from


http://www.autismspeaks.org/family-services/resource-library/tools-professionals


Autism Speaks School Community Tool Kit
This tool kit is intended to be a support for the general education and administrative school staff who interact with students with autism in various capacities.www.autismspeaks.org/school


Eden Autism Services Free Webinars: Teaching Students with Autism
This program provides free monthly webinars and "live chats," free lesson plans, and online discussion forums to help teachers connect and collaborate on the best practices for supporting students with autism.EffectiveStrategies for Students in Grades PreK-5
EffectiveStrategies for Students Grades 6-12


How to Set Up A Classroom for Students with Autism
A Manual for Teachers, Para-Professionals and Administratorswww.autismclassroom.com


Skills®: The Online Autism Solution
Skills® is an online tool for educators of children with autism that provides comprehensive assessment and curriculum, positive behavior support planning for challenging behavior, progress tracking and treatment evaluation all in one place.www.skillsforautism.com