Traumatic Brain Injury (TBI) Siri & Alison
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:
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.
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.
The Centers for
Disease Control and Prevention discusses different types of TBI, statistics,
causes and risk groups, prevention, and long-term outcomes.
National
Institute for Neurological Disorders and Stroke gives information about
diagnosis, treatment, prognosis, and organizations that can help.
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.
Hearing Impairment
Brett and Cat
LEGAL DEFINITION
o
Federal
Disability Definitions – Title 34: Education
o
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
o
Lack
of attention
o
Turns
or cocks head
o
Uses
gestures
o
Monotone
quality in voice
o
Lack
of speech development
o
Works
best in small groups
o
May
act out
o
Difficult
in following direction
o
Preoccupied
with things, not people
o
Imitates
others
o
Responds
to noises instead of words
o
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
o
Make
sure the student can you see you when you are speaking so the student can see
your lips.
o
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.
o
Speak
clearly and normally. Don’t slow down
your words or shout.
o
Writing
important announcements or instructions on the board is a good way to clarify.
o
Provide
transcripts with audio information
o
When
showing videos, make sure they are captioned.
o
Learn
some basic signs to use during instruction.
o
Talk
to the individual and the not interpreter when communicating.
RESOURCES
·
Provides a brief description of the nature of
hearing impairment, instructional strategies, common accommodations, assisted
listening devices, transcriptions, and closed captioning information.
·
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.
·
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.
·
The National Institute on Deafness and Other
Communication Disorders website.
Provides health information, health resources, research, news, and
events.
Other Health
Impairments: Danielle Hillas, Patrick
Gardner
Definition:
ü 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:
ü 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:
ü Seizure
Disorder: epilepsy, or a physical
condition when the brain changes suddenly and student shakes uncontrollably.
ü Sickle Cell
Disease: blood cell shape cannot
carry oxygen to cells effectively: fatigue.
ü Asthma/Allergies: largest group, student generally feel unwell or
tired. (only sever cases receive accommodations other student fall under 504)
ü Chronic
health impairments: sever burns,
cancer, AIDS, Diabetes
Accommodations:
ü Most Common: Helping student make up missed work.
Less
rigid rules for participation, due dates etc..
ü Emotional: find out student problems and help them
find strategies by writing or drawing their struggles.
ü Provide materials with featuring students with similar
struggles: books, movie.
ü Work with families!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Learning Strategies:
ü Check knowledge through verbal responses.
ü Marking or circling correct answers on worksheets
works better than filling in blanks.
ü Break tasks into small parts.
ü Assistance with organization of materials and lesson
(particularly those with AD/HD).
ü Modification should only be made when necessary.
Student Support:
ü Medical Services: Services provided by a professional
physiciah, which determines the child’s medically related disability.
ü School heath services/school nurse: Services provided
by the school to ensure a student receives the medical services described in
their IEP.
ü Alternative school settings, Homebound instruction,
Services provided by the hospital, Adaptive/assistive technology.
References:
ü National Dissemination Center for Children with
Disabilities:
Http://nichcy.org/disability/specific/ohi
ü Project Ideal:
http://www.projectidealonline.org/healthImpairments.php
ü National Association of Special Education Teachers:
http://www.naset.org/2278.0.html
ü National Resource Center AD/HD:
http://help4adhd.org/
ü CHADD of Utah:
ü Including Students with Special Needs
SPEECH and LANGUAGE
IMPAIRMENT
Chris Laura Perrine
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:
o
Articulation | speech impairments where the
child produces sounds incorrectly (e.g., lisp, difficulty articulating certain
sounds, such as “l” or “r”);
o
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;
o
Voice | speech impairments where the
child’s voice has an abnormal quality to its pitch, resonance, or loudness; and
o
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
o
“(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:
o
interruption
in the flow or rhythm of speech such as stuttering (known as dysfluency);
o
trouble
forming sounds (called articulation or phonological disorders);
o
difficulties
with the pitch, volume, or quality of the voice;
o
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:
o
improper
use of words and their meanings;
o
inability
to express ideas;
o
inappropriate
grammatical patterns;
o
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:
o
model good listening skills,
o
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
Characteristics
Strategies
Bruce and David
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 blindness means 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.
Other Resources
Definition:
Characteristics:
American
Academy of Pediatrics lists types of health issues affecting eyes.
Learning Strategies:
Eye visual,
National Eye Institute is part of the National Institutes of Health.
Advocacy group:
Association
for Education and Rehabilitation of the Blind and Visually Impaired supports
educators with professional development, publications, and advocacy.
Created
by AFB so that families of blind people can connect with each other.
What
are the issues you face when setting up
your classroom?
Instruction materials:
Printing
house for the blind
Accessible
Instruction Materials
Educators
guide to getting accessible textbooks.
Specific
Learning Disabilities By:
Caitlin and Vanessa
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
Gives information about dyslexia,
October is national dyslexia awareness month.
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.
Want to create opportunities for success for all children with learning disabilities.
Gives basic information and
resources for schools.
Deaf-Blindness
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
Multiple
Disabilities
Tricia & Brittinie
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
Resources:
National
Dissemination Center for Children with Disabilities http://nichcy.org/disability/specific/multiple
Intellectual Disability
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)
The AAIDD offers links to national disability
organizations focusing on specific disabilities.
Orthopedic Impairment
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
· National Center on Accessible
Instructional Materials http://aim.cast.org/learn/disabilityspecific/physical
What is Emotional
Disturbance?
Mikayla and Michelle
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
Characteristics
When a
person’s physical, social, or cognitive skills are affected
· 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
o
Provides
school assistance for identifying, adapting, and sustaining disciplinary
practices
o
Provides
information and helpful services available.
o
Information
separated into categories (military, women, college, teens, children)
o
Supports
individuals and families affected by eating disorders
o
Serves
for prevention, cures, and access to quality care
o
Information
available, provides programs and services, online support groups, and advocacy
Deafness
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:
•
National Dissemination Center For Children
with Disabilities: http://nichcy.org/tags/deafness-or-hearing-impairment
IDEA
Category of Disability (Developmental
Delay)
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)] [c1]
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).[c2] 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?
[c3] 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!
[c3] 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. [CC4]
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.
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.
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.
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.
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.
Utah’s Definition of
Developmental Delay
Utah’s Baby Watch Early Intervention
program serving children birth to three years of age defines a developmental
delay as:
“Children birth to three years of
age who meet or exceed the definition of developmental delays in one or more of
the following areas:
- Physical development
- Vision and hearing
- Feeding and dressing skills
- Social and emotional development
- Communication and language
- Learning, problem solving and play skills
The
delay must adversely affect a student’s educational performance.
References
& additional resources:
http://www.utahbabywatch.org
http://www.ddivantage.com
Autism defined by
IDEA
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
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:
o
Difficulty
establishing relationships
o
Resist human
contact
o
Issues with social
interaction
o
Lack of eye contact
o
Uninterested in
others
·
Communication
o
Delayed language
o
Struggle to
maintain communication (conversations)
§
Poor communication
leads to inappropriate behaviors (screaming, hitting, biting, running)
o
Echolalic speech –
repeat what others say
·
Repetitive
Behaviors
·
Interests
o
Narrow range of
interests
o
Can spend hours
alone exploring 1 thing obessesively
·
Student Stress
o
Tend to get
stressed easily
o
Difficultly dealing
with stress
o
Get stressed or
“set off” by little things
o
Often need rituals
to complete tasks
Non Profit
Organizations
Teacher Tips
·
Create
structured/predictable environments
·
Establish and
display clear procedure for tasks
·
Establish and
display rules
·
Establish consistent
pattern for instruction
·
Foster social
interactions
o
Teach children with
autism to take turns, wait, complete tasks, be flexible, be quiet…
·
Communication
o
Variety of
strategies depending on level of ASD
§
Language
§
Sign Language
§
Communication
boards
·
Other tips:
o
Social Stories:
Brief stories of when certain behaviors are acceptable and not acceptable
o
Picture Exchange
Communication System: display picture of desired item or task…student
responds…no words used
o
Visual Schedules:
Pictures that depict daily routines displayed in classroom and in student notebook
o
Special Education
Department: work with SPED to develop a plan that works with each individual
student.
Resources from
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
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.
Effective Strategies for Students in Grades PreK-5
Effective Strategies for Students Grades 6-12
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.
Effective Strategies for Students in Grades PreK-5
Effective Strategies for Students Grades 6-12
How to Set
Up A Classroom for Students with Autism
A Manual for Teachers, Para-Professionals and Administrators
www.autismclassroom.com
A Manual for Teachers, Para-Professionals and Administrators
www.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
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
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