Sunday, April 12, 2009
Sunday, February 15, 2009
Austism
Definition
Autism is a pervasive developmental disorder. Its symptoms include differences and disabilities in many areas including social communication skills, fine and gross motor skills, and sometimes intellectual skills.
Autism is also a “spectrum disorder.” In basic terms, this means you can be a little autistic or very autistic. At the highest end of the spectrum is Asperger Syndrome, sometimes called “The Little Professor” syndrome. At the lowest end of the spectrum is the disorder that’s most often called “classic autism,” which often includes mental retardardation. In between are a variety of pervasive developmental disorders including Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS).
Not only is autism a spectrum disorder, but recent studies suggest that there may be more than one type of autism. While some autistic people have additional symptoms such as gastrointestinal issues, seizures and even mental illness, others have no such symptoms. The jury is still out on the question of "many autisms," so for now the term "autism spectrum" covers a very wide set of differences and disabilities.
Teaching Implications
Effective programs for students with autism and other pervasive
developmental disorders include comprehensive communication
assessment and intervention. This typically involves assessment by a
speech and language pathologist as well as informal observation and
classroom-based evaluation. The assessment serves as the basis for the
identification of goals, objectives, and strategies for facilitating
development of receptive language and expressive skills, particularly
with pragmatic skills. Instruction should emphasize paying attention,
imitating, comprehending, and using language in play and social
interaction. Communication goals should emphasize the functional use
of language and communication in various settings.
Students with autism demonstrate qualitative differences in social interaction
and often have difficulty establishing relationships. They may
have limited social interactions or a rigid way of interacting with others.
The difficulties they have with social communication should not be seen
as a lack of interest or unwillingness to interact with others; this lack of
effective communication may result from an inability to distill social
information from the social interaction and use appropriate
communication skills to respond.
Understanding social situations typically requires language processing
and non-verbal communication, which are often areas of deficit for
people with autism. They may not notice important social cues, and
may miss necessary information. People with autism typically have an
impairment in the use of non-verbal behaviors and gestures to regulate
social interaction, and they may have difficulty reading the non-verbal
behavior of others.
People with autism have significant difficulty with any interaction that
requires knowledge of other people and what they think or know. It has
been theorized that people with autism have a social cognitive deficit in
this area. Baron-Cohen has described this as the “theory of mind”:
Technology Service
Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.
Typically, children with autism process visual information easier than auditory information. Any time we use assistive technology devices with these children, we're giving them information through their strongest processing area (visual). Therefore various types of technology from "low" tech to "high" tech, should be incorporated into every aspect of daily living in order to improve the functional capabilities of children with autism.
Visual Representation Systems
It is important to determine which visual representation system is best understood by the child, and in what contexts. Various visual systems, such as objects, photographs, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation.
Some children may need different visual representation systems in different situations. This may be dependent upon numerous factors, such as the skill being taught, as well as the unique characteristics of autism: attending, organization, distractibility, etc.
Example: A child may use real objects for his visual schedule, as the objects appear to give him more information as to where he's going and what's coming up next, as well as to help him remain more focused during the transition. However, this same child may use photographs or line drawings in a picture exchange in order to communicate expressively.
Some researchers suggest that, for most children, it is best to start with a visual representation system of line drawings, and move to a more concrete representation system of photographs or objects needed (18). See the line drawings in Mayer-Johnson "Picture Communication Symbols".
The Mayer-Johnson software program, Boardmaker, is a user-friendly program for both adults and children (18). The program offers a 3,000 Picture Communication Symbol (PCS) library in either black/white or color, and can be accompanied by any written word/message. The symbols can be made in any size, and tend to be universally understood. They present a relatively clear, 'uncluttered' representation and remove any ambiguity, which can sometimes arise when using photographs, especially personally-made photographs, as in the following example.
"Low" Technology: Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.
"Mid" Technology: Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices.
"High" Technology: Complex technological support strategies - typically "high" cost equipment. Example: video cameras, computers and adaptive hardware, complex voice output devices.
References:
Autism Society of America WebsiteAutism Spectrum Disorders (Pervasive Developmental Disorders) National Institute of Mental Health, 2004Greenspan, Stanley. "The Child with Special Needs." C 1998: Perseus Books.Romanowski, Patricia et al. "The OASIS Guide to Asperger Syndrome." C 2000: Crown Publishers, New York, NY.
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
http://www.specialed.us/autism/assist/asst10.htm
http://www.asperger.net/
This is a book that specializes in Autsim Spectrum Disorders that offers practical solutions for individuals
Centre for the Study of Autism
http://www/autism.org
This site provides information on autism and related disorders, with
numerous features and links to other sites
Autism is a pervasive developmental disorder. Its symptoms include differences and disabilities in many areas including social communication skills, fine and gross motor skills, and sometimes intellectual skills.
Autism is also a “spectrum disorder.” In basic terms, this means you can be a little autistic or very autistic. At the highest end of the spectrum is Asperger Syndrome, sometimes called “The Little Professor” syndrome. At the lowest end of the spectrum is the disorder that’s most often called “classic autism,” which often includes mental retardardation. In between are a variety of pervasive developmental disorders including Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS).
Not only is autism a spectrum disorder, but recent studies suggest that there may be more than one type of autism. While some autistic people have additional symptoms such as gastrointestinal issues, seizures and even mental illness, others have no such symptoms. The jury is still out on the question of "many autisms," so for now the term "autism spectrum" covers a very wide set of differences and disabilities.
Teaching Implications
Effective programs for students with autism and other pervasive
developmental disorders include comprehensive communication
assessment and intervention. This typically involves assessment by a
speech and language pathologist as well as informal observation and
classroom-based evaluation. The assessment serves as the basis for the
identification of goals, objectives, and strategies for facilitating
development of receptive language and expressive skills, particularly
with pragmatic skills. Instruction should emphasize paying attention,
imitating, comprehending, and using language in play and social
interaction. Communication goals should emphasize the functional use
of language and communication in various settings.
Students with autism demonstrate qualitative differences in social interaction
and often have difficulty establishing relationships. They may
have limited social interactions or a rigid way of interacting with others.
The difficulties they have with social communication should not be seen
as a lack of interest or unwillingness to interact with others; this lack of
effective communication may result from an inability to distill social
information from the social interaction and use appropriate
communication skills to respond.
Understanding social situations typically requires language processing
and non-verbal communication, which are often areas of deficit for
people with autism. They may not notice important social cues, and
may miss necessary information. People with autism typically have an
impairment in the use of non-verbal behaviors and gestures to regulate
social interaction, and they may have difficulty reading the non-verbal
behavior of others.
People with autism have significant difficulty with any interaction that
requires knowledge of other people and what they think or know. It has
been theorized that people with autism have a social cognitive deficit in
this area. Baron-Cohen has described this as the “theory of mind”:
Technology Service
Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.
Typically, children with autism process visual information easier than auditory information. Any time we use assistive technology devices with these children, we're giving them information through their strongest processing area (visual). Therefore various types of technology from "low" tech to "high" tech, should be incorporated into every aspect of daily living in order to improve the functional capabilities of children with autism.
Visual Representation Systems
It is important to determine which visual representation system is best understood by the child, and in what contexts. Various visual systems, such as objects, photographs, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation.
Some children may need different visual representation systems in different situations. This may be dependent upon numerous factors, such as the skill being taught, as well as the unique characteristics of autism: attending, organization, distractibility, etc.
Example: A child may use real objects for his visual schedule, as the objects appear to give him more information as to where he's going and what's coming up next, as well as to help him remain more focused during the transition. However, this same child may use photographs or line drawings in a picture exchange in order to communicate expressively.
Some researchers suggest that, for most children, it is best to start with a visual representation system of line drawings, and move to a more concrete representation system of photographs or objects needed (18). See the line drawings in Mayer-Johnson "Picture Communication Symbols".
The Mayer-Johnson software program, Boardmaker, is a user-friendly program for both adults and children (18). The program offers a 3,000 Picture Communication Symbol (PCS) library in either black/white or color, and can be accompanied by any written word/message. The symbols can be made in any size, and tend to be universally understood. They present a relatively clear, 'uncluttered' representation and remove any ambiguity, which can sometimes arise when using photographs, especially personally-made photographs, as in the following example.
"Low" Technology: Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.
"Mid" Technology: Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices.
"High" Technology: Complex technological support strategies - typically "high" cost equipment. Example: video cameras, computers and adaptive hardware, complex voice output devices.
References:
Autism Society of America WebsiteAutism Spectrum Disorders (Pervasive Developmental Disorders) National Institute of Mental Health, 2004Greenspan, Stanley. "The Child with Special Needs." C 1998: Perseus Books.Romanowski, Patricia et al. "The OASIS Guide to Asperger Syndrome." C 2000: Crown Publishers, New York, NY.
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
http://www.specialed.us/autism/assist/asst10.htm
http://www.asperger.net/
This is a book that specializes in Autsim Spectrum Disorders that offers practical solutions for individuals
Centre for the Study of Autism
http://www/autism.org
This site provides information on autism and related disorders, with
numerous features and links to other sites
Traumatic Brain Injury
Definition
Our nation's special education law, the Individuals with Disabilities Education Act (IDEA) defines traumatic brain injury as "an 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. The term 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; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Teaching Implications
Many children with TBI will exhibit characteristics of learning and or behavioral disabilities. Some areas of difficulty may include all or some of the following items:
Difficulty with logic, thinking and reasoning
Slower to respond, react and complete actvities and tasks
Difficulty focusing attention
Physical limitations
Inappropriate social behaviors
Difficulty remembering
Frequently puzzled or challenged by grade level work
Difficulty learning
It is believe that TBI has a profound effect on new learning even though previous learning may remain in tact
Never underestimate the potential for growth and development
Some TBI children will have speech and language deficits
Assitive Technology
Assistive technology is a device or service that can help you to function better in your daily life.
Assistive technology and Augmentative and Alternative Communication are utilized at some point in the recovery process of many survivors of traumatic brain injury. Several professionals participate in the rehabilitation process. The Speech-Language Pathologist, Occupational Therapist, and Physical Therapist are discussed on this web page because of their intense involvement in implementing assistive technology during the process of rehabilitation.
Rehabilitation professionals need to be aware of the roles and responsibilities of team members so they can collaborate effectively to assist a TBI survivor in living independently. The composition of professionals on the rehabilitation team is dictated on an individual basis and depends on a person's needs.
Speech-Language Pathologist
-Coordinates team
-Assesses understanding of language, use of language, and interaction patterns of different communication partners
-Assesses muscle control for speech, pronunciation of speech sounds and prognosis for improvement
-Assesses reading comprehension
-Assesses auditory comprehension
-Evaluates ability to sequence
-Evaluates use of nonverbal communication
-Determines appropriate vocabulary for use with AAC systems
-Recommends types of specialized communication aids and techniques
Occupational Therapist
-Evaluates muscle control of different body parts with and without special equipment
-Evaluates hand functioning
-Evaluates fine motor abilities
-Assesses visual acuity, visual scanning, visual perception, and visual fields
-Assesses seating aActivities of daily living (ADL)
-Instrumental activities of daily living (IADL)
Physical Therapist
-Assesses seating and positioning aEvaluates muscle strength, range of movement, flexibility, balance, and coordination aAssesses mobility issues and system transportation.
Family and TBI Survivor
-Center of the team
-Finalizes team decisions to fit needs of the individual
-Reinforcement, maintenance, and training of technology
-Reinforces, maintains, and trains the survivor
-Joins treatment session to facilitate generalization
-Provides significant background information
-Establishes good relationship with staff
Adding non-traditional team members could help improve the groups problem solving skills (e.g., Educator, Special Educator, Recreation Therapist, Psychologist, Audiologist, Nursing Staff, Dietician) and offer valuable insights.
References
http://specialed.about.com/od/disabilities/a/tbi.htm
Traumatic Brain Injury can have a significant impact on classroom performance and may affect cognitive, social, physical and psychological functioning which can vary from being quite severe or to being quite mild depending on the amount of damage
http://learningdisabilities.about.com/od/medicalinterventions/a/prgbraininjld.htm
Program Development for Brain Injuries in Schools - Collaboration and Cooperation are Key in Serving Brain Injured Students
http://drnpa.org/File/publications/assistive-technology-for-persons-with-traumatic-brain-injury.pdf
Assistive Technology for Persons with Traunmatic Brain Injury
http://tbi.unl.edu/savedTBI/AT/team.html
Information and resources on Assistive Technology and TBI survivors for professionals and families
Heward. William L. Exceptional Children; An Introduction to Specail Education, 9th edition
Upper Saddle River, New Jersey Columbus, Ohio
Our nation's special education law, the Individuals with Disabilities Education Act (IDEA) defines traumatic brain injury as "an 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. The term 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; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Teaching Implications
Many children with TBI will exhibit characteristics of learning and or behavioral disabilities. Some areas of difficulty may include all or some of the following items:
Difficulty with logic, thinking and reasoning
Slower to respond, react and complete actvities and tasks
Difficulty focusing attention
Physical limitations
Inappropriate social behaviors
Difficulty remembering
Frequently puzzled or challenged by grade level work
Difficulty learning
It is believe that TBI has a profound effect on new learning even though previous learning may remain in tact
Never underestimate the potential for growth and development
Some TBI children will have speech and language deficits
Assitive Technology
Assistive technology is a device or service that can help you to function better in your daily life.
Assistive technology and Augmentative and Alternative Communication are utilized at some point in the recovery process of many survivors of traumatic brain injury. Several professionals participate in the rehabilitation process. The Speech-Language Pathologist, Occupational Therapist, and Physical Therapist are discussed on this web page because of their intense involvement in implementing assistive technology during the process of rehabilitation.
Rehabilitation professionals need to be aware of the roles and responsibilities of team members so they can collaborate effectively to assist a TBI survivor in living independently. The composition of professionals on the rehabilitation team is dictated on an individual basis and depends on a person's needs.
Speech-Language Pathologist
-Coordinates team
-Assesses understanding of language, use of language, and interaction patterns of different communication partners
-Assesses muscle control for speech, pronunciation of speech sounds and prognosis for improvement
-Assesses reading comprehension
-Assesses auditory comprehension
-Evaluates ability to sequence
-Evaluates use of nonverbal communication
-Determines appropriate vocabulary for use with AAC systems
-Recommends types of specialized communication aids and techniques
Occupational Therapist
-Evaluates muscle control of different body parts with and without special equipment
-Evaluates hand functioning
-Evaluates fine motor abilities
-Assesses visual acuity, visual scanning, visual perception, and visual fields
-Assesses seating aActivities of daily living (ADL)
-Instrumental activities of daily living (IADL)
Physical Therapist
-Assesses seating and positioning aEvaluates muscle strength, range of movement, flexibility, balance, and coordination aAssesses mobility issues and system transportation.
Family and TBI Survivor
-Center of the team
-Finalizes team decisions to fit needs of the individual
-Reinforcement, maintenance, and training of technology
-Reinforces, maintains, and trains the survivor
-Joins treatment session to facilitate generalization
-Provides significant background information
-Establishes good relationship with staff
Adding non-traditional team members could help improve the groups problem solving skills (e.g., Educator, Special Educator, Recreation Therapist, Psychologist, Audiologist, Nursing Staff, Dietician) and offer valuable insights.
References
http://specialed.about.com/od/disabilities/a/tbi.htm
Traumatic Brain Injury can have a significant impact on classroom performance and may affect cognitive, social, physical and psychological functioning which can vary from being quite severe or to being quite mild depending on the amount of damage
http://learningdisabilities.about.com/od/medicalinterventions/a/prgbraininjld.htm
Program Development for Brain Injuries in Schools - Collaboration and Cooperation are Key in Serving Brain Injured Students
http://drnpa.org/File/publications/assistive-technology-for-persons-with-traumatic-brain-injury.pdf
Assistive Technology for Persons with Traunmatic Brain Injury
http://tbi.unl.edu/savedTBI/AT/team.html
Information and resources on Assistive Technology and TBI survivors for professionals and families
Heward. William L. Exceptional Children; An Introduction to Specail Education, 9th edition
Upper Saddle River, New Jersey Columbus, Ohio
Multiple Disabilities
Definition
Severe Multiple Disabilities- IDEA defines this as concomitant impairments causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.
Deaf Blindness- IDEA defines this as concomitant hearing and visual impairments, the combination of which causes such severe communication and other development and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness
Traumatic Brain Injury-IDEA defines this 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.
Teaching Implications
Instruction must be carefully planned, systematically executed, continuously monitored
-The students current level of performance must be assessed
-The skill to be taught must be defined clearly
-The skill may need to be broken down into smaller component steps
-The teacher must provide a clear prompt to cue the child
-The students must receive feedback and reinforcement
-Strategies that promote generalization and maintenance must be used
-The student's performance must be directly and frequently assessed
Technology
When possible use a voice output device to give students a voice and respond just like other students
-Present low tech pictures representing answer choices to student on eye gaze board or Velcro board
-Use a Step by Step to answer
-Record a single answer or a series of answers on a Step by Step and gives to the student to activate.
-Use a Go Talk 20, Tech Speak or Tech Talk with an overlay prepared with Boardmaker symbols representing answer choices
-Dynamic Display devices with core or content specific vocabulary that they can navigate to independently
Choose
-Using low to high tech
-Direct the student’s attention to each choice, “Look at the first
-Use a display of items or pictures—can be presented choice right here. Now look at the 2ND choice, etc” Make sure the student has looked at all options.
-Build choice making into as many activities as possible across the day
Color
-Allow a student with significant physical disability to participate in a coloring activity by directing a peer or adult to color using a voice output device
-Provide adapted access to markers, crayons, paints, etc
-Use a Step-by-Step to record a series of directions—”First color the flower blue. Then color the stem green. Then make the sun yellow.”
-Use a Tech Talk or other display to allow the student to make a choice of colors from a color based overlay.
-Use switch adapted digital camera to take a picture of what is being represented in a drawing
-Provide directions by independently navigating to appropriate vocabulary on dynamic display device
-Use computer software (Intellitools Classroom Suite provides switch accessible paint tools) to produce artwork
Count
-Use a number line as a low tech tool for counting, where the student uses his finger to indicate each number counted
-The student uses a Step-by-Step to participate in counting activities
-Program a Step-by-Step with numbers 1-10, step counting (2’s, 5’s, 10’s, etc).
-Look for a variety of counting opportunities throughout the day—number of students in a group, number of books read, number of dollars/coins needed to pay, etc
Write
-Adapted writing tools (fat pencils, grips, etc)
-Use of AlphaSmart Keyboard
-Student will engage in writing activities using Intellitools Classroom Suite or Clicker 5 on the computer.
-Use Intellikeys with an overlay or switch(es) to scan through a selection of words and phrases.
-Can be scaffolded to be made simpler or more complex depending on the needs of the student
References
Edyburn,D., Higgins, K.,& Boone R 2005 The Handbook of Special Education Technology Research and Practice Whitefish Bay, WI: Knowledge by Design Publishing
This handbook is essential reading for special education teachers, administrators, teacher educators, graduate students, technology specialists, researchers, and policy makers.
Pagabo, B & Pagano, E 2004 The Transparency Edge. McGraw- Hil
When the subject is you, you practice a key aspect of transparency and show others that you value them.
Buckinham M & Clifton., D 2001 Now Discover Your Strengths, The Free Press
Shows you how to discover your strengths when dealing with multiples disabilities
Olson, D. A. & Deruyter, F 2001 Clinician's Guide to Assistive Technology 1st ed . Mosby Publishing.
This useful resource is designed to offer healthcare professionals specific information about the diverse area of assistive technology. It covers the variety of technology available and explains the adaptations of the technology, as well as how different devices work together.
Heward, William L. Exceptional Children An Introducatin to Specail Education 9th edition 2009 Upper Saddle River New Jersey.
Severe Multiple Disabilities- IDEA defines this as concomitant impairments causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.
Deaf Blindness- IDEA defines this as concomitant hearing and visual impairments, the combination of which causes such severe communication and other development and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness
Traumatic Brain Injury-IDEA defines this 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.
Teaching Implications
Instruction must be carefully planned, systematically executed, continuously monitored
-The students current level of performance must be assessed
-The skill to be taught must be defined clearly
-The skill may need to be broken down into smaller component steps
-The teacher must provide a clear prompt to cue the child
-The students must receive feedback and reinforcement
-Strategies that promote generalization and maintenance must be used
-The student's performance must be directly and frequently assessed
Technology
When possible use a voice output device to give students a voice and respond just like other students
-Present low tech pictures representing answer choices to student on eye gaze board or Velcro board
-Use a Step by Step to answer
-Record a single answer or a series of answers on a Step by Step and gives to the student to activate.
-Use a Go Talk 20, Tech Speak or Tech Talk with an overlay prepared with Boardmaker symbols representing answer choices
-Dynamic Display devices with core or content specific vocabulary that they can navigate to independently
Choose
-Using low to high tech
-Direct the student’s attention to each choice, “Look at the first
-Use a display of items or pictures—can be presented choice right here. Now look at the 2ND choice, etc” Make sure the student has looked at all options.
-Build choice making into as many activities as possible across the day
Color
-Allow a student with significant physical disability to participate in a coloring activity by directing a peer or adult to color using a voice output device
-Provide adapted access to markers, crayons, paints, etc
-Use a Step-by-Step to record a series of directions—”First color the flower blue. Then color the stem green. Then make the sun yellow.”
-Use a Tech Talk or other display to allow the student to make a choice of colors from a color based overlay.
-Use switch adapted digital camera to take a picture of what is being represented in a drawing
-Provide directions by independently navigating to appropriate vocabulary on dynamic display device
-Use computer software (Intellitools Classroom Suite provides switch accessible paint tools) to produce artwork
Count
-Use a number line as a low tech tool for counting, where the student uses his finger to indicate each number counted
-The student uses a Step-by-Step to participate in counting activities
-Program a Step-by-Step with numbers 1-10, step counting (2’s, 5’s, 10’s, etc).
-Look for a variety of counting opportunities throughout the day—number of students in a group, number of books read, number of dollars/coins needed to pay, etc
Write
-Adapted writing tools (fat pencils, grips, etc)
-Use of AlphaSmart Keyboard
-Student will engage in writing activities using Intellitools Classroom Suite or Clicker 5 on the computer.
-Use Intellikeys with an overlay or switch(es) to scan through a selection of words and phrases.
-Can be scaffolded to be made simpler or more complex depending on the needs of the student
References
Edyburn,D., Higgins, K.,& Boone R 2005 The Handbook of Special Education Technology Research and Practice Whitefish Bay, WI: Knowledge by Design Publishing
This handbook is essential reading for special education teachers, administrators, teacher educators, graduate students, technology specialists, researchers, and policy makers.
Pagabo, B & Pagano, E 2004 The Transparency Edge. McGraw- Hil
When the subject is you, you practice a key aspect of transparency and show others that you value them.
Buckinham M & Clifton., D 2001 Now Discover Your Strengths, The Free Press
Shows you how to discover your strengths when dealing with multiples disabilities
Olson, D. A. & Deruyter, F 2001 Clinician's Guide to Assistive Technology 1st ed . Mosby Publishing.
This useful resource is designed to offer healthcare professionals specific information about the diverse area of assistive technology. It covers the variety of technology available and explains the adaptations of the technology, as well as how different devices work together.
Heward, William L. Exceptional Children An Introducatin to Specail Education 9th edition 2009 Upper Saddle River New Jersey.
Transitioning to Adulthood
Definition
IDEA defines transition services as a coordinated set of activities for a child with a disability that
(a) is designed to be within a results- oriented process, that is focused on improving the academics and functional achievement of the child with a disability to facilitate the child's movement from school to post school activities
(b) is based on the individual child's needs, taking into account the child's strengths, preferences, and interest.
(c) includes instruction, related services, community experiences, the development of employment and other post school adult living objectives, and when appropriate, acquisition of daily living skills
Teaching Implications
Some of the skills and activities to help children and students in the real world are:Daily job training visits to community work- sites to work on employability skills. Regular instruction in building the students money skills. Regular instruction in building their survival work vocabulary. Strengthening student's computer skills through use of vocational and educational software including basic word processing and typing skills. Regular planning meetings with the student, parents and caregivers, and adult service providers and agencies to discuss and plan for postschool desired outcomes . Friday outings into community to purchase own lunch.
Assitive Technology
Assistive Technology Assessment
Evaluates physical, vision, sensory and cognitive limitations, and gives a teen or young adult the opportunity to explore work and classroom options. A written report provides recommendations of appropriate adaptive technology or accommodations and where to obtain the technology.
Assistive Technology (AT) is a crucial part of Courage Center. We believe that through technology intervention all things are possible. Whether you are interested in computer access or a simple talking clock, Courage Center has the program to fit your needs. Courage Center AT is a combination of therapy and non-therapy services, (e.g., Bioness to work on arm strengthening or computer adaptations needed for a student). AT is offered throughout the four Courage Center sites. However, specialized AT services may require a consumer to visit the Golden Valley or Stillwater AT specialty centers for the assessment.
Independent Living Skills Assessment
Assesses current skill level in areas related to independent living. The written report includes a summary of these areas, plus recommendations for independent living goals and strategies to be used at home and in school.
Computer Assessment
Identifies a young person’s computer skills and abilities to determine their potential for learning the requirements for computer-related jobs. Recommendations for additional education or training are included in the written assessment.
References
http://www.couragecenter.org/ContentPages/assistive_technology.aspx
http://www.lanterman.org/info/guide_transition_to_adult.pdf
How does school help with transition to adulthood
http://www.atechnews.com/transitioninghsstudents.html
Transitioning High Students with Disabilities into College Programs
http://www.ipulidaho.org/tabbro/assistivetech.html
Talks about the disability and IEP's of a student
Heward, William L Exceptional Children An Introduction to Special Education, 9th edition.
IDEA defines transition services as a coordinated set of activities for a child with a disability that
(a) is designed to be within a results- oriented process, that is focused on improving the academics and functional achievement of the child with a disability to facilitate the child's movement from school to post school activities
(b) is based on the individual child's needs, taking into account the child's strengths, preferences, and interest.
(c) includes instruction, related services, community experiences, the development of employment and other post school adult living objectives, and when appropriate, acquisition of daily living skills
Teaching Implications
Some of the skills and activities to help children and students in the real world are:Daily job training visits to community work- sites to work on employability skills. Regular instruction in building the students money skills. Regular instruction in building their survival work vocabulary. Strengthening student's computer skills through use of vocational and educational software including basic word processing and typing skills. Regular planning meetings with the student, parents and caregivers, and adult service providers and agencies to discuss and plan for postschool desired outcomes . Friday outings into community to purchase own lunch.
Assitive Technology
Assistive Technology Assessment
Evaluates physical, vision, sensory and cognitive limitations, and gives a teen or young adult the opportunity to explore work and classroom options. A written report provides recommendations of appropriate adaptive technology or accommodations and where to obtain the technology.
Assistive Technology (AT) is a crucial part of Courage Center. We believe that through technology intervention all things are possible. Whether you are interested in computer access or a simple talking clock, Courage Center has the program to fit your needs. Courage Center AT is a combination of therapy and non-therapy services, (e.g., Bioness to work on arm strengthening or computer adaptations needed for a student). AT is offered throughout the four Courage Center sites. However, specialized AT services may require a consumer to visit the Golden Valley or Stillwater AT specialty centers for the assessment.
Independent Living Skills Assessment
Assesses current skill level in areas related to independent living. The written report includes a summary of these areas, plus recommendations for independent living goals and strategies to be used at home and in school.
Computer Assessment
Identifies a young person’s computer skills and abilities to determine their potential for learning the requirements for computer-related jobs. Recommendations for additional education or training are included in the written assessment.
References
http://www.couragecenter.org/ContentPages/assistive_technology.aspx
http://www.lanterman.org/info/guide_transition_to_adult.pdf
How does school help with transition to adulthood
http://www.atechnews.com/transitioninghsstudents.html
Transitioning High Students with Disabilities into College Programs
http://www.ipulidaho.org/tabbro/assistivetech.html
Talks about the disability and IEP's of a student
Heward, William L Exceptional Children An Introduction to Special Education, 9th edition.
Physical Disabilities, Health Impairments and ADHD Other Health Impairment
Defintion
Physical disabilities can be defined as orthopedic and neurological which means neuro motor impairment that affects the ability to move, use, feel, or control the body. Health Impairments are defined in IDEA as limited strength, vitality, or alertness due to chronic or acute health problems that adversely affect a child’s educational growth. However some students with ADHD are served under this definition, though many are served under to the categories as well particularly learning disabilities and emotional disturbance. Together these two disabilities categories represent 1% and 9.3% of all school age children receiving special education services respectively.
Teaching Implications
In today's classrooms, teachers are faced with an ever-increasing diversity of students. Included in this growing diversity are the diverse learning needs of a group of students who require services and instructional supports that goes beyond traditional classroom instruction. These are students who present physical and health-related disabilities and impairments Students with orthopedic impairments often have a team of individuals working together to meet their needs. The composition of the team can vary greatly. A typical team may be composed of the OI teacher, general education teacher, occupational therapist (OT), physical therapist (OT), speech language pathologist (SLP), parents, student, and others.
The teacher certified in orthopedic impairments is trained to meet the needs of students with orthopedic impairments in the school setting. Teachers certified in orthopedic impairments have specialized knowledge & skills in such areas as:
1. Implications of the orthopedic impairment and how to meet the specific implications of the student's particular disorder in the school setting.
2. Specialized instructional strategies (e.g., teaching phonics to nonverbal students).
3. Specialized expanded curriculum areas (e.g., teaching student to use a piece of assistive technology, teaching a student to tube-feed independently).
4. Modifications and adaptations (e.g., modifying a test).
5. Assistive technology.
Technology
Assistive technologyHelp with independent living
IDEA and courts have clarified its role as a related service
IDEA does not cover medical services provided by physicians
Includes high-tech devices such as computers and wheelchairs
Includes low-tech devices such as communication booklets
Individualizing and creativity are important
Cutting edge technology includes:Rehabilitation engineering including bionics and robotics
Gait training laboratories
Voice activated systems
References
http://ada.osu.edu/resources/fastfacts/Medical_Mobility_Impairments
Ohio State University: Teaching Students with Medical/Mobility Impairments
http://www.washington.edu/doit/Faculty/Strategies/Disability/Health/health_faq.html
University of Washington Health Impairments FAQ (this is targeting university faculty, but it is applicable to high school as well)
http://specialed.about.com/od/physicaldisabilities/Physical_Disabilities.htm
Find out about the physical disabilities and how to educate students whose access to the curriculum is restricted primarily due to physical handicap
http://www.brighthub.com/education/special/topics/physical-disabilities.aspx
Articles on physical disabilities in the classroom
http://education.gsu.edu/physicaldis/mclass2.htm
An interesting checklist of Classroom Modifications For Students With Physical & Health Impairments
Physical disabilities can be defined as orthopedic and neurological which means neuro motor impairment that affects the ability to move, use, feel, or control the body. Health Impairments are defined in IDEA as limited strength, vitality, or alertness due to chronic or acute health problems that adversely affect a child’s educational growth. However some students with ADHD are served under this definition, though many are served under to the categories as well particularly learning disabilities and emotional disturbance. Together these two disabilities categories represent 1% and 9.3% of all school age children receiving special education services respectively.
Teaching Implications
In today's classrooms, teachers are faced with an ever-increasing diversity of students. Included in this growing diversity are the diverse learning needs of a group of students who require services and instructional supports that goes beyond traditional classroom instruction. These are students who present physical and health-related disabilities and impairments Students with orthopedic impairments often have a team of individuals working together to meet their needs. The composition of the team can vary greatly. A typical team may be composed of the OI teacher, general education teacher, occupational therapist (OT), physical therapist (OT), speech language pathologist (SLP), parents, student, and others.
The teacher certified in orthopedic impairments is trained to meet the needs of students with orthopedic impairments in the school setting. Teachers certified in orthopedic impairments have specialized knowledge & skills in such areas as:
1. Implications of the orthopedic impairment and how to meet the specific implications of the student's particular disorder in the school setting.
2. Specialized instructional strategies (e.g., teaching phonics to nonverbal students).
3. Specialized expanded curriculum areas (e.g., teaching student to use a piece of assistive technology, teaching a student to tube-feed independently).
4. Modifications and adaptations (e.g., modifying a test).
5. Assistive technology.
Technology
Assistive technologyHelp with independent living
IDEA and courts have clarified its role as a related service
IDEA does not cover medical services provided by physicians
Includes high-tech devices such as computers and wheelchairs
Includes low-tech devices such as communication booklets
Individualizing and creativity are important
Cutting edge technology includes:Rehabilitation engineering including bionics and robotics
Gait training laboratories
Voice activated systems
References
http://ada.osu.edu/resources/fastfacts/Medical_Mobility_Impairments
Ohio State University: Teaching Students with Medical/Mobility Impairments
http://www.washington.edu/doit/Faculty/Strategies/Disability/Health/health_faq.html
University of Washington Health Impairments FAQ (this is targeting university faculty, but it is applicable to high school as well)
http://specialed.about.com/od/physicaldisabilities/Physical_Disabilities.htm
Find out about the physical disabilities and how to educate students whose access to the curriculum is restricted primarily due to physical handicap
http://www.brighthub.com/education/special/topics/physical-disabilities.aspx
Articles on physical disabilities in the classroom
http://education.gsu.edu/physicaldis/mclass2.htm
An interesting checklist of Classroom Modifications For Students With Physical & Health Impairments
Visual Impairment
DEFINITION
Low vision is a term that denotes a level of vision that is 20/70 or worse and cannot be fully corrected with conventional glasses. Low vision is not the same as blindness. Unlike a person who is blind, a person with low vision has some useful sight. However, low vision usually interferes with the performance of daily activities, such as reading or driving. A person with low vision may not recognize images at a distance or be able to differentiate colors of similar tones. Although low vision can occur at any stage in life, it primarily affects the elderly.
You are legally blind when the best corrected central acuity is less than 20/200 (perfect visual acuity is 20/20) in your better eye, or your side vision is narrowed to 20 degrees or less in your better eye. People who are legally blind may still have some useful vision, just like people who have low vision. If you are legally blind, you may qualify for certain government benefits. It is estimated that approximately 17% of people over the age of 65 are either blind or have low
vision.
It is based on visual acuity and field of vision visual acuity is the ability to clearly distinguish forms or discriminate among details is most often measured by reading letters, numbers or other symbols from the Snellen Eye Chart. The definition of visual impairment in the individuals with, disabilities Education Act (IDEA) emphasizes the relationship between vision and learning. Visual Impairment including blindness means an impairment in vision that even with correction, adversely affects a child's educational performance.
TEACHING IMPLICATIONS
Be ready to provide reading lists, or assignments in advance. This will allow the student time to have the materials translated into Braille, read on tape, or printed in large print. The student may need information about the physical layout of the classroom. This is especially important if there are any changes from one class period to the next. Be prepared to change seating arrangements if necessary to improve the students' ability to see you or others. If the student has low vision a seat in the front of the room may greatly improve his or her ability to participate effectively. Consider the impact of the lighting on the student's ability to see. Avoid standing in front of a light source as this may cause a glare and make seeing you more difficult. If a class is moved or cancelled, remember that a note on the board or door may not be sufficient notification for a student with vision loss. Make sure that the message is delivered effectively to the student. Keep in mind that students may be oriented to take a specific route to class each time. If unexpected barriers occur (such as construction on a sidewalk) the student may have to seek assistance from someone to find an alternate route.
TECHNOLOGY
Existing digital technologies may be useful in developing devices to aid in managing everyday "visual" tasks. For example, barcode readers have been successfully developed as shopping aids, allowing price and product information to be presented to the visually impaired consumer in alternative formats. Wider application of this technology to assist visually impaired persons in coping with highly visual yet necessary activities of daily life should be explored and evaluated. Internet-based communication is quickly producing a new kind of environment in which social interaction and commerce can be conducted without travel. While some progress has been made, there still remains the need to develop and evaluate accessible World Wide Web browsers and software technology to ensure accessibility through alternative presentation, such as electronic magnification, voice, and refreshable tactile displays. This would allow visually impaired persons to take advantage of this increasingly important information source in society. Standard interfaces for interactive transaction machines (e.g., banking, vending, transportation ticket purchase) would go far in enhancing access by visually impaired persons.
ScripTalkScripTalk is a talking prescription reader for helping the visually impaired manage their own medication regimen.Learn more about ScripTalk Station.
i.d. mate OMNIi.d. mate is a family of portable electronic devices that gives those with visual impairments the ability to identify items in every aspect of their lives, be it at home, the store, school, or on the job.Learn more about i.d. mate OMNI.
Braille Technology - Braille n Speak is a battery -powered, pocket-sized device for note taking with a keyboard for braille entry and voice output. It can translate braille into synthesized speech or print.
Tactile Aids and Manipulatives-are generally recognized as effective tools in teaching beginning mathermatics skills to elementary students.
Technology for Reading Print-the Optacon is a small handheld electronic device that converts regular print into a readable vibrating form.
Computer Access- assistive technology that provides access to personal computersoffers tremendous opportunities for the education, employment, communication, and lesiure enjoyment of individuals with visual impairment.
REFERENCES
http://www.aadl.org/wlbpd/resources
This site offers an alphabetical listing of businesses and agencies providing products and services to individuals with vision loss.
www.afb.org
An overview of the full range of assistive technology that students can use to manage information in print or electronic formats—whether they use vision, touch or hearing to access information
Heward William L. Exceptional Children An Introduction to Special Education Ninth Edition
http://www.blindness.org/
This site helps a person find a doctor to save and restore vision.
http://www.nfb.org/nfb/About_the_NFB.asp?SnID=7976781
The National Federation of the Blind (NFB) improves blind people’s lives through advocacy, education, research, technology, and programs encouraging independence and self-confidence.
Low vision is a term that denotes a level of vision that is 20/70 or worse and cannot be fully corrected with conventional glasses. Low vision is not the same as blindness. Unlike a person who is blind, a person with low vision has some useful sight. However, low vision usually interferes with the performance of daily activities, such as reading or driving. A person with low vision may not recognize images at a distance or be able to differentiate colors of similar tones. Although low vision can occur at any stage in life, it primarily affects the elderly.
You are legally blind when the best corrected central acuity is less than 20/200 (perfect visual acuity is 20/20) in your better eye, or your side vision is narrowed to 20 degrees or less in your better eye. People who are legally blind may still have some useful vision, just like people who have low vision. If you are legally blind, you may qualify for certain government benefits. It is estimated that approximately 17% of people over the age of 65 are either blind or have low
vision.
It is based on visual acuity and field of vision visual acuity is the ability to clearly distinguish forms or discriminate among details is most often measured by reading letters, numbers or other symbols from the Snellen Eye Chart. The definition of visual impairment in the individuals with, disabilities Education Act (IDEA) emphasizes the relationship between vision and learning. Visual Impairment including blindness means an impairment in vision that even with correction, adversely affects a child's educational performance.
TEACHING IMPLICATIONS
Be ready to provide reading lists, or assignments in advance. This will allow the student time to have the materials translated into Braille, read on tape, or printed in large print. The student may need information about the physical layout of the classroom. This is especially important if there are any changes from one class period to the next. Be prepared to change seating arrangements if necessary to improve the students' ability to see you or others. If the student has low vision a seat in the front of the room may greatly improve his or her ability to participate effectively. Consider the impact of the lighting on the student's ability to see. Avoid standing in front of a light source as this may cause a glare and make seeing you more difficult. If a class is moved or cancelled, remember that a note on the board or door may not be sufficient notification for a student with vision loss. Make sure that the message is delivered effectively to the student. Keep in mind that students may be oriented to take a specific route to class each time. If unexpected barriers occur (such as construction on a sidewalk) the student may have to seek assistance from someone to find an alternate route.
TECHNOLOGY
Existing digital technologies may be useful in developing devices to aid in managing everyday "visual" tasks. For example, barcode readers have been successfully developed as shopping aids, allowing price and product information to be presented to the visually impaired consumer in alternative formats. Wider application of this technology to assist visually impaired persons in coping with highly visual yet necessary activities of daily life should be explored and evaluated. Internet-based communication is quickly producing a new kind of environment in which social interaction and commerce can be conducted without travel. While some progress has been made, there still remains the need to develop and evaluate accessible World Wide Web browsers and software technology to ensure accessibility through alternative presentation, such as electronic magnification, voice, and refreshable tactile displays. This would allow visually impaired persons to take advantage of this increasingly important information source in society. Standard interfaces for interactive transaction machines (e.g., banking, vending, transportation ticket purchase) would go far in enhancing access by visually impaired persons.
ScripTalkScripTalk is a talking prescription reader for helping the visually impaired manage their own medication regimen.Learn more about ScripTalk Station.
i.d. mate OMNIi.d. mate is a family of portable electronic devices that gives those with visual impairments the ability to identify items in every aspect of their lives, be it at home, the store, school, or on the job.Learn more about i.d. mate OMNI.
Braille Technology - Braille n Speak is a battery -powered, pocket-sized device for note taking with a keyboard for braille entry and voice output. It can translate braille into synthesized speech or print.
Tactile Aids and Manipulatives-are generally recognized as effective tools in teaching beginning mathermatics skills to elementary students.
Technology for Reading Print-the Optacon is a small handheld electronic device that converts regular print into a readable vibrating form.
Computer Access- assistive technology that provides access to personal computersoffers tremendous opportunities for the education, employment, communication, and lesiure enjoyment of individuals with visual impairment.
REFERENCES
http://www.aadl.org/wlbpd/resources
This site offers an alphabetical listing of businesses and agencies providing products and services to individuals with vision loss.
www.afb.org
An overview of the full range of assistive technology that students can use to manage information in print or electronic formats—whether they use vision, touch or hearing to access information
Heward William L. Exceptional Children An Introduction to Special Education Ninth Edition
http://www.blindness.org/
This site helps a person find a doctor to save and restore vision.
http://www.nfb.org/nfb/About_the_NFB.asp?SnID=7976781
The National Federation of the Blind (NFB) improves blind people’s lives through advocacy, education, research, technology, and programs encouraging independence and self-confidence.
Subscribe to:
Comments (Atom)