Categories of Disabilities

Floating Topic
AUTISM
1. What is Autism?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Technology
    1. Computer-Based Interventions
    2. Mechanical Prompts
    3. Auditory Prompting
    4. Tactile Prompting
    5. Video
    6. Virtual Reality
    7. Robotics
    8. Source: West Michigan University Article
  2. Recognition, Referral & Diagnosis on the Autism Spectrum
    1. NIH Article.pdf
4. Teaching Solutions/Recommendations
  1. Behavior Interventions
    1. Principles of Behavior
    2. Functions of Behavior
    3. Instructional Control
    4. Antecedent Interventions
    5. Consequence Interventions
  2. Teaching Procedures
    1. Teaching New Behavior
    2. Verbal Behavior
    3. Teaching Requests/Mand Training
    4. Naturalistic Teaching Strategies
    5. Discrete Trial Instruction
  3. Assessment & Progress Evaluation
    1. Functional Behavior Assessment
    2. Recording Behavior
    3. VB-MAPP
    4. Graphing and Progress Evaluation
5. CASE STUDIES
  1. Weblink: Report on Using Information and Communication Technologies (ICTs) in Education for Persons with Disabilities
Deaf-Blindness
1. What is Deaf-Blindness?
2. Video: Worlds Only Deaf-blindness Professor
3. Video: IDEA Special Categories
4. Intervention/Modification/Technology
  1. Calendar Systems
  2. Experience Books
  3. Story Boxes
  4. Conversational Boxes
  5. Active Learning Centers
  6. Motor Circuits Instruction
  7. Source: University of South Dakota Intervention Article
5. Teaching Solutions/Recommendations
  1. Communication
    1. Touch Cues
    2. Gestures
    3. Object Symbols
    4. Picture Symbols
    5. Sign Language
    6. Fingerspelling
    7. Signed English
    8. Pidgin Signed English
    9. Braille Writing and Reading
    10. Tadoma method of speech reading
    11. American Sign Language
    12. Large print writing and reading
    13. Lip-reading speech
  2. Orientation and Mobility
  3. Individualized Education
  4. Transition
  5. Inclusion in Family
  6. Source: University of South Dakota Intervention Article
6. Case Studies
  1. International Council for Education of People with Visual Impairment (ICEVI)
    1. http://www.icevi.org/
DEAFNESS
1. What is Deafness?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Modifications
    1. Alter Assignments
    2. Adapt Instruction
    3. Adapt Materials
    4. Manage Behavior
  2. Technology
    1. Hearing Aid & Glasses
    2. Low Vision Devices (CCTV/Monoculars)
    3. Easel/Book Stands
    4. FM Systems, Vibrotactile Aids, Auditory Loops
    5. Vibrating Alarms
    6. Captioning for TV & Video Materials
    7. Computer Aided Real Time (CART)
    8. Lamps/Spotlights on Interpreter
    9. TDD/Telebraille Devices for Calls
    10. Calendar System for Specific Communication & Structure Needs
    11. Relay Services
  3. Source: See/Hear Newsletter
4. Teaching Solutions/Recommendations
  1. Understanding What “Hearing Loss” Means
  2. Being Flexible and Creative
  3. Communicating Effectively
    1. •Make sure that your face is visible when speaking, and try to face the child with hearing loss as much as possible.
    2. •Use the buddy system. Students work with another student that is deaf or hard of hearing. This helps the student with hearing loss know where the class is in the lesson; it can also help a busy teacher.
    3. •Provide context and repetition, which is helpful not only to students with hearing loss, but to other students as well: announce what’s about to happen and recap what’s just taken place.
  4. Source: Hearing Like Me Website
5. Case Studies
DEVELOPMENT DELAY
1. What is Development Delay?
2. Video: IDEA Teacher Training & Resources
3. Intervention/Modification/Technology
  1. Physical Development
  2. Cognitive Development (intellectual abilities)
  3. Communication Development (speech and language)
  4. Social and Emotional Development
  5. Adaptive Behavior (everyday skills for functioning)
  6. Source: Do2Learn Website
4. Teaching Solutions/Recommendations
  1. Seating Arrangements
  2. Routines
  3. Predictability
  4. Things to Remember
  5. Source: Bright Hub Education Website
  6. Use accommodations, modifications, and assistive technology solutions recommended for students in disability areas that are relevant to the students area of difficulty
5. Case Studies
  1. Case Study -Emotional Disturbance.pdf
EMOTIONAL DISTURBANCE
1. What is Emotional Disturbance?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Modifications
    1. Extended time for completion of assignments or tests
    2. Small groups
    3. Reduction of paper/pencil tasks
    4. Shortened assignments
    5. Assignment notebooks
    6. Study sheets/summary sheets/outlines of most important facts
    7. Supplemental aids (vocabulary, multiplication cards, etc.)
    8. Visual demonstrations
    9. Presentation of material in small steps
    10. Read or paraphrase subject matter
    11. Instructions/directions given in different channels (written, spoken, demonstration)
    12. Source: Total Learning Disabilities Association of Texas
4. Teaching Solutions/Recommendations
  1. Learn more about the student’s specific mental health disturbance
  2. Learn more about the student’s strengths, too
  3. Remember, they’re kids first
  4. Support the student’s inclusion
  5. Set clear behavioral rules and expectations for the entire class
  6. Provide accommodations
  7. Join the student’s IEP team and help shape his or her special education program
  8. Communicate with the student’s parents
  9. Source: NICHY Website
5. Case Studies
HEARING IMPAIRMENT
1. What is a Hearing Impairment?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Use Good Communicatio Skills
  2. Environmental Considerations
  3. Classroom Techniques
  4. Equipment
  5. Source: University of South Dakota Article
4. Teaching Solutions/Recommendations
  1. • Position the student near the computer to maximize auditory access
  2. • Increase the volume on the computer’s sound system as appropriate
  3. • Use classroom or personal amplification device to amplify computer auditory output following recommendation of an audiologist
  4. • Utilize software applications that provide strong visual information
  5. • Select and use software that pairs printed information with auditory information
  6. • Use manual sign language or oral interpreter to provide information in an accessible format
  7. • Use adaptive software to provide a visual display of information that is typically presented auditorially
  8. Source: GA Project for Assitive Technologies Article
5. Case Studies
Intellectual Disability (Mental Retardation)
1. What is an Intellectual Disability?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Modifications
    1. Quiet Work Space
    2. Functional Activities
    3. Repetition of Concepts Over the Day
    4. Teacher-Student Ratio
    5. Hands on Learning
    6. Safety Measures
    7. Schedule
    8. Source: Education Hub
4. Teaching Solutions/Recommendations
  1. Mild
    1. Use picture symbols and graphics to illustrate key points presented during whole group & small group discussion of information obtained from the software application/website
  2. Moderate
    1. Use picture symbols to illustrate key points presented during whole group and small group discussion of information obtained from the software application or website
  3. Severe
    1. • Provide the student with a peer to assist in accessing information
    2. through the computer
    3. • Use picture symbols to illustrate key points
    4. • Use object symbols to illustrate key points
    5. • Summarize key points in language appropriate to the student’s
    6. linguistic and cognitive capabilities
  4. Source: GA Project for Assitive Technologies Article
5. Case Studies
SPECIFIC LEARNING DISABILITY
1. What is a Specific Learning Disability?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Laboratory Techniques
    1. Individual Orientation
    2. Cue Cards or Labels
    3. Specialized Adaptive Equipment
  2. Classroom Techniques
    1. Discussions with Students on Modifications
    2. Course Syllabus
    3. Multi-Media Tools
    4. Assignments in Oral & Written Format
    5. Emphasize Important Points, Main Ideas, and Key Concepts
    6. • Accept Oral Presentations or Tape Recordings
    7. • Begin Lectures and/or Discussion with Written and Oral Overview
    8. Office of Services to Students w/Disabilities Accommodations
    9. Eliminate Distractions.
  3. Source-Spellman College
4. Teaching Solutions/Recommendations
  1. • Provide a peer to assist in accessing text in computer based resource applications
  2. • Summarize information for student in language appropriate to the student’s linguistic and cognitive abilities
  3. • Provide the student with a talking hand held dictionary or spelling aid to assist in identifying unknown words
  4. • Use a talking word processing application such as Write OutLoud (Don Johnston) to read aloud text displayed on the monitor from software applications and web sites
  5. • Use a text reader such as Willow Talk to read aloud text displayed on the monitor from software applications or web sites
  6. Source GPAT Article
5. Case Studies
  1. Pearson Article "Ellie"
SPEECH OR LANGUAGE IMPAIRMENT
1. What is a Speech or Language Impairment?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Articulation
    1. Allow longer oral response time.
    2. Model good speech production in the classroom.
    3. Provide preferential seating beside a peer with good speech production. Reinforce accurate production of speech sounds.
    4. Reduce the amount of background noise in the classroom.
    5. Provide preferential seating near the teacher or at the front of the class.
    6. Modify assignments requiring student to make oral classroom presentations. Discuss speech concerns with speech-language pathologist
    7. Source: Toulsa Public School Site
  2. Language Skills
    1. Shorten and/or modify oral directions. Ask student to repeat or rephrase the directions to ensure understanding.
    2. Allow longer oral response time.
    3. Provide visuals to enhance explanation of new material, especially w/abstract concepts.
    4. Give written directions or visual cues for verbal directions. Obtain student’s attention before giving a direction.
    5. Assist student in giving correct responses by accepting his/her answers & expanding, or giving the student an opportunity to explain his/her response.
    6. Simplify question forms by asking basic questions, one at a time.
    7. Modify assignments requiring student to make oral classroom presentations. Provide individualized instruction to improve student’s ability to complete activities requiring listening.
    8. Provide varied opportunities for language development through participation in regular classroom activities.
    9. Discuss language concerns with speech-language pathologist.
    10. Source: Toulsa Public School Site
  3. Voice Quality
    1. Encourage appropriate use of voice in the classroom.
    2. Help student reduce the instances of yelling or throat clearing.
    3. Modify assignments requiring student to make oral classroom presentations. Reduce the amount of background noise in the classroom.
    4. Discuss voice concerns with speech-language pathologist.
    5. Source: Toulsa Public School Site
  4. Fluency (stuttering)
    1. Reinforce instances of “easy speech” in the classroom. Allow longer oral response time.
    2. Modify assignments requiring student to make oral classroom presentations. Reduce amount of pressure to communicate in the classroom.
    3. Avoid telling student to “slow down” when participating in group discussions.
    4. Discuss fluency concerns with speech-language pathologist.
    5. Source: Toulsa Public School Site
4. Teaching Solutions/Recommendations
  1. • Provide peer or adult assistance with unfamiliar words and concepts
  2. • Provide the student with a talking hand held dictionary or spelling aid to assist in identifying unknown words
  3. • Summarize information in language appropriate to the student’s linguistic capabilities
  4. Source: GPAT Article
5. Case Studies
TRAUMATIC BRAIN INJURY
1. What is a Traumatic Brain Injury?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Modifications
    1. Off-Task/Easily Distracted
      1. Use a signal between student and teacher or peer to bring individual back to the task at hand
      2. Seat the child away from the source of distraction and close to the front of the room
      3. Shorten the assignments
    2. Difficulty Following Directions/Remembering
      1. Encourage a peer companion to assist the student with following classroom rules
      2. Maintain a structured environment with consistent expectations
      3. Offer the student a simplified planner
      4. Provide a visual schedule
    3. Learning new concepts
    4. Starting work or projects
    5. Organization
    6. Thought flexibility
    7. Abstract thought
    8. Reasoning and problem solving
    9. Information processing
    10. Judgment
    11. Social skills
    12. Overstimulation and emotional control
    13. Awareness of deficits
  2. Source: Dukehealth.org
4. Teaching Solutions/Recommendations
  1. Know the consequences of TBI in general and for the specific student with TBI.
  2. Have a good relationship with the student who has a TBI.
  3. Challenge the student and give honest proactive feedback.
  4. Provide opportunities for success while setting higher and higher expectations.
  5. Be optimistic about the student's abilities and what the student might be doing in the next few years.
  6. Be able to find the positive in the student's behavior and focus on it rather than looking for the negative.
  7. Be flexible enough to adapt to the changing needs of the student.
  8. Be creative and able to think outside the box.
  9. Focus on finding multiple solutions to problems and encourage the student to find his own solutions, too (generating multiple solutions to problems can be part of the student's IEP).
  10. Be enthusiastic and supportive of the student's progress.
  11. Be mature enough to allow the student to grow without creating dependence.
  12. - See more at: http://cbirt.org/tbi-education/instruction-strategies/effective-skills-teachers-students-tbi/#sthash.NEcaiVqE.dpuf
  13. Source: CBIRT Website
5. Case Studies
VISUAL IMPAIRMENT (INCLUDING BLINDNESS)
1. What is a Visual Impairment?
2. Video: IDEA Special Categories
3. Teaching Solutions/Recommendations
  1. Modifications
    1. Use specific directions (“straight,” “left,” & “right”)
    2. Provide notes, handouts, assignments and other printed material by audiotape, in Braille, or enhanced images
    3. Carefully describe important visual occurrences
    4. Verbally spell any new or technical words
    5. Use real objects for three-dimensional representations
    6. Adapt instructions for auditory or tactile presentation;
    7. Allow the student to use a tape recorder
    8. Clearly present assignments and their goals
    9. •Review assignment instructions orally
  2. Technology
    1. screen magnification or reading software
    2. text to speech software
    3. Type & Speak or Braille & Speak device
    4. Voice recognition software
    5. Computer with optical character reader & voice output
    6. Braille display & printer output
  3. Source: Brighthubeducation.com
4. Intervention/Modification/Technology
  1. • Position the computer monitor to maximize visual access and reduce glare
  2. • Adjust the contrast on the monitor to maximize visual access
  3. • Use a screen enlargement software application such as ZoomText to enlarge text and graphics displayed on the computer monitor
  4. • Provide a peer to assist in reading text displayed on the computer screen
  5. • Provide a text reader such as Willow Talk to read aloud text displayed on the monitor from software applications and web sites
  6. • Provide a screen-text reading software application such as JAWS (Henter Joyce) to read all text displayed on the monitor
  7. • Provide an appropriate means for recording-printing information and facts obtained from the resources (Braille embosser)
5. Case Studies
  1. International Council for Education of People with Visual Impairment (ICEVI)
• Use accessibility features within the computer’s software operating system to enlarge text and graphics
OTHER HEALTH IMPAIRMENT
1. What are Other Health Impairments?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Modifications-ADHD
    1. *Cues to focus
    2. *Organizational modifications
    3. * special feedings;
    4. * clean intermittent catheterization;
    5. * suctioning;
    6. * the management of a tracheostomy;
    7. * administering and/or dispensing medications;
    8. * planning for the safety of a child in school;
    9. * ensuring that care is given while at school
4. Teaching Solutions/Recommendations
  1. Use accommodations, modifications, & assistive technology solutions recommended for students in disability areas that are relevant to the student’s area of difficulty
5. Case Studies
Orthropedic Impairment
1. What is an Orthropedic Impairment?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Accommodations
    1. • Allow longer response time.
    2. • Consider shortening assignments or extending time limits
    3. • Provide frequent breaks
    4. • Provide frequent position changes
    5. • Provide necessary assistance with personal needs
    6. Schedule breaks in advance.
    7. • Present material on a student’s dominant (most functional) side, or in the center
    8. • Keep all adapted positioning devices nearby and in good working condition
    9. • Prior to making schedule changes, check with a therapist or facilitator.
    10. • Understand related health conditions and possible side effects of medications
    11. • Ask whether a student needs more liquids and/or more toilet breaks
  2. Technology
    1. • Equipment, adjustable tables, desks, and chairs
    2. • Walkers, wheelchairs, etc.
    3. • Car seats, harnesses, or seat belts
    4. • Computers, with modified keyboards, eye gaze controls, voice recognition, etc.
    5. • Instructional software
    6. • Modified or specially-selected writing utensils & instructional materials
  3. Source: Hearts of Illinois Low Incidents Association Article
4. Teaching Solutions/Recommendations
  1. • Provide a peer to assist in accessing information through the computer
  2. • Use accessibility applications in the control panel of the computer’s operating system to enhance access using the standard computer keyboard
  3. • Provide adaptive pointing utensils such as a hand pointer or hand splint to enable the student to activate keys on the computer keyboard
  4. • Provide an adaptation such as a keyguard to the standard computer keyboard to enable the student to activate keys on the keyboard
  5. • Provide an alternative to the standard computer keyboard such as an on-screen keyboard for young students, an enlarged keyboard for students who need large keys on the computer keyboard or a mini-keyboard for students who need a keyboard that is smaller than the computer keyboard
  6. • Provide the student with a microswitch for scanning access as an alternative to the standard computer keyboard
  7. Source: GA Project for Assistive Technologies Article
5. Case Studies
helping_students.docx
Multiple Disabilities
1. What are Multiple Disabilities?
2. Video: IDEA Special Categories
3. Intervention/Modification/Technology
  1. Intervention
    1. Team Activities
      1. • design an intervention plan -- including "no tech," "low tech," and "high tech" supports
      2. • create and/or locate appropriate media
      3. • create and/or locate appropriate software (both commercial and "locally" developed)
      4. • propose "next steps" for Assistive Technology supports
      5. • create and/or locate other appropriate Assistive Technology (e.g., switch toys)
      6. • implement the plan on a daily basis for a minimum of 4-weeks
      7. • evaluate the student learning outcomes, and
  2. IEP Goals
    1. Language and communication
    2. Play and socialization
    3. Nutrition
    4. Mobility and positioning
    5. "Readiness" skills
    6. Self help
    7. Activities of daily living
    8. Behavior
    9. Circle of Friends
  3. Technology
    1. Augmentative & Alternative Communication
    2. cardboard communication boards
    3. computers based dedicated augmentative communication devices
    4. Vision
      1. • Copy Machine on enlargement
      2. • Books on tape (including selections
      3. from Harcourt & Brace
      4. • Talking Book Machine
      5. • Talking calculator
      6. • Closed-circuit television (CCTV)
      7. • Type and speak
      8. • Talking watch
      9. Typewriter
      10. • Videos with descriptive narration
    5. Blindess
      1. Perkins Brailler
      2. • Braille Lite
      3. • Type and Speak
      4. • Talking calculator
      5. • Talking watch
      6. • Abacus
  4. Source: Pacific Voice Tool Article
4. Teaching Solutions/Recommendations
  1. Establish a setting suitable to the student's intelligence level
  2. Be aware of a students ability to effectively communicate with teachers, support staff and peers
  3. Be mindful of the student’s capability to function in the classroom
  4. Assess and compensate for visual or hearing impairments
5. Case Studies
Pacific Voices Assistive Technology Assessment Tool
UNESCO Bangkok Categories of Disabilities
1. Types of Disability Categories Mentioned in Case Study Country Reports
  1. Table
2. Brunei
3. Samoa
4. Vietnam
5. Thailand
6. Source: UNESCO Bangkok Article
7. Case Studies
  1. The Challenge of Mental Disabilities in Rural Areas
  2. UNESCO - Report on Using Information and Communication Technologies (ICTs) in Education for Persons with Disabilities
  3. Including Education and Training Policies by Country
  4. UN Economic and Social Commission for Asia and the Pacific
Practices Teachers Use to Identify & Address Special Needs/Special Education Students
1. Questions to Ask
  1. 1. Has research been conducted to evaluate the specific treatment or strategy? Has that research been published in a peer reviewed journal? Has there been replication of positive outcomes from use of the strategy?
  2. 2. Does the specific strategy include an assessment of the individual student’s current performance followed by implementation of a strategy to improve that performance beyond the baseline rates?
  3. 3. Does the intervention include requirements for data collection and ongoing monitoring of student progress?
  4. 4. What are the measurable outcomes of implementing this strategy? What specific student skills will be addressed?
  5. 5. What are the specific benefits and limitations of using this strategy? Do the benefits outweigh the limitations?
2. Brown University Identification Checklist
  1. Language
  2. Thinking
  3. Motor Skills
  4. Writing
  5. Reading
  6. Mathmatics
  7. Work & Study Habits
  8. Social & Emotional Development
3. NICHY Successful Interventions
  1. Mnemonic strategies | Highly effective
  2. Spatial Organizers | Effective
  3. Classroom Learning Strategies (e.g., study skills instruction, note-taking strategies) | Very effective
  4. Computer-Assisted Instruction (CAI) | Moderately effective
  5. Peer Mediation | Effective
  6. Study Aids (e.g., study guides, text outlines) | Promising, but needs more study
  7. Hands-On or Activity-Oriented Learning | Appears effective, but needs more study
  8. Explicit instruction | Most effective of any strategy studied
Early Intervention Resources
1. Contact DC Early Intervention Services