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.
Hearing Impairment
IDEA defines deafness as a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing with or without amplification and that adversely affects a child's educational performance.
Teaching Implications
A deaf or hearing impaired student will probably have a support worker of some sort with them. A BSL user will probably have an interpreter and a note taker with them, or a Communication Support Worker (CSW) who uses combination of signing and note taking to ensure the student is accessing the information. A hearing impaired student will probably have a note taker with them. This support will generally be arranged by the Disability Team, using an external agency for the sign language support, paid for through the Disabled Students’ Allowances. There is a shortage of BSL interpreters and CSWs it is therefore important to book services far in advance to ensure that all a student’s sessions are covered. Please note that the costs of a CSW or BSL Interpreter are high, thus it is essential that timetables are available as soon as possible and that changes are kept to a minimum.
It helps a communication support worker (CSW) if they can prepare beforehand. To communicate most effectively it helps if the lecturer can speak slightly slower than usual to give the signer a chance to comprehend the material, and then work out the most concise way of communicating to the student. However it is usually unrealistic to expect a lecturer to greatly reduce the speed of their delivery. For this reason it is essential for lecture material to be given to the CSW in advance of the session. The CSW is then able to prepare in advance by working out signing combinations and identifying any need for new signs.
The process of communicating for a deaf student is exhausting requiring intense levels of concentration for this reason it is important that there are regular breaks in the teaching to they can rest and regain optimum levels of concentration.
Generally the CSW will need to sit opposite the student. Usually this will mean they would need to sit at the front of the lecture theatre/teaching room. If you are working in a darkened room (e.g. if showing a video or slides) it will be difficult for the student to see the CSW so provision will need to be made for spot lighting.
Technology
An hearing aid is an amplification device, it makes sounds lower. Hearing aids can be worn behind the ear, completely in the ear canal on the body or incorporated into eyeglass frames.
Group Assertive Listening Device; can solve the problems caused by distance, noise, and reverberation in the classroom; Example: a radio can be placed between the student and teacher with hearing loss with the teacher wearing a small microphone transmitter often on the lapel near the lips and each child wearing a receiver that doubles as a personal hearing aid.
Cochlear Implants: by passes damaged hair cells and stimulates the auditory nerve directly. This implant is surgically placed under the skin behind the ear.
Resources
http://education.gsu.edu/gatod/Resources/DeafStudents.htm
http://www.highbeam.com/doc/1G1-133574384.html
The Captioned Media Program provides a free-loan media program of over 4,000 open-captioned titles. Deaf and hard-of-hearing persons, teacher-librarians, parents, and others may borrow materials. There are no rental, registration, or postage fees. Several hundred titles are also streamed on the CMP web site. In addition, the videotapes all come with ...
http://www.as.wvu.edu/~acad/text/hearing_disability.html#sect0
This site will give you and overview of the disabilities of hearinng impairment as well as some teaching strategies. It will also go into detail about how to be courtsey to deaf students in your classroom
Heward William L. Exceptional Children; An Introduction to Specail Educaation Ninth Edition
This resource goes into detail about the certain types of hearing loss. Technologies and suppoets.
http://www.ibwebs.com/hearing.htm
This site teaches you how to go about getting a therapists, clinics and schools providing auditory and oral programs
Teaching Implications
A deaf or hearing impaired student will probably have a support worker of some sort with them. A BSL user will probably have an interpreter and a note taker with them, or a Communication Support Worker (CSW) who uses combination of signing and note taking to ensure the student is accessing the information. A hearing impaired student will probably have a note taker with them. This support will generally be arranged by the Disability Team, using an external agency for the sign language support, paid for through the Disabled Students’ Allowances. There is a shortage of BSL interpreters and CSWs it is therefore important to book services far in advance to ensure that all a student’s sessions are covered. Please note that the costs of a CSW or BSL Interpreter are high, thus it is essential that timetables are available as soon as possible and that changes are kept to a minimum.
It helps a communication support worker (CSW) if they can prepare beforehand. To communicate most effectively it helps if the lecturer can speak slightly slower than usual to give the signer a chance to comprehend the material, and then work out the most concise way of communicating to the student. However it is usually unrealistic to expect a lecturer to greatly reduce the speed of their delivery. For this reason it is essential for lecture material to be given to the CSW in advance of the session. The CSW is then able to prepare in advance by working out signing combinations and identifying any need for new signs.
The process of communicating for a deaf student is exhausting requiring intense levels of concentration for this reason it is important that there are regular breaks in the teaching to they can rest and regain optimum levels of concentration.
Generally the CSW will need to sit opposite the student. Usually this will mean they would need to sit at the front of the lecture theatre/teaching room. If you are working in a darkened room (e.g. if showing a video or slides) it will be difficult for the student to see the CSW so provision will need to be made for spot lighting.
Technology
An hearing aid is an amplification device, it makes sounds lower. Hearing aids can be worn behind the ear, completely in the ear canal on the body or incorporated into eyeglass frames.
Group Assertive Listening Device; can solve the problems caused by distance, noise, and reverberation in the classroom; Example: a radio can be placed between the student and teacher with hearing loss with the teacher wearing a small microphone transmitter often on the lapel near the lips and each child wearing a receiver that doubles as a personal hearing aid.
Cochlear Implants: by passes damaged hair cells and stimulates the auditory nerve directly. This implant is surgically placed under the skin behind the ear.
Resources
http://education.gsu.edu/gatod/Resources/DeafStudents.htm
http://www.highbeam.com/doc/1G1-133574384.html
The Captioned Media Program provides a free-loan media program of over 4,000 open-captioned titles. Deaf and hard-of-hearing persons, teacher-librarians, parents, and others may borrow materials. There are no rental, registration, or postage fees. Several hundred titles are also streamed on the CMP web site. In addition, the videotapes all come with ...
http://www.as.wvu.edu/~acad/text/hearing_disability.html#sect0
This site will give you and overview of the disabilities of hearinng impairment as well as some teaching strategies. It will also go into detail about how to be courtsey to deaf students in your classroom
Heward William L. Exceptional Children; An Introduction to Specail Educaation Ninth Edition
This resource goes into detail about the certain types of hearing loss. Technologies and suppoets.
http://www.ibwebs.com/hearing.htm
This site teaches you how to go about getting a therapists, clinics and schools providing auditory and oral programs
Speech / Langauages
The American Speech -Language Hearing Association (ASHA) defines a communication disorder as an impairment in they ability to receive send, process, and comprehend concepts or verbal, nonverbal and graphics symbols systems. A communication disorder may be evident in the process of hearing, language and/or speech.
Teaching Implications
Students with communication disorders should be encouraged to discuss their functional difficulties and needs in private during the first week of classes and to talk about ways to compensate.
When it appears that a student needs help, ask if you can help. Accept a "No Thank You" graciously.
Encourage classmates to accept the student with communicative problems.
Be a good speech model. This will indicate to all that good communication is desirable.
An atmosphere conductive to easy and good interactive communication should be established and maintained in the classroom.
Consult a Speech Language expert concerning each child with a communicative disorder in your class and work with him/her throughout the class.
Keep up-to-date on the student's accomplishments in therapy.
Give them time to express themselves, do not interrupt or try to fill in gaps for them.
Speak to them naturally.
Technologies
Teaching Implications
Students with communication disorders should be encouraged to discuss their functional difficulties and needs in private during the first week of classes and to talk about ways to compensate.
When it appears that a student needs help, ask if you can help. Accept a "No Thank You" graciously.
Encourage classmates to accept the student with communicative problems.
Be a good speech model. This will indicate to all that good communication is desirable.
An atmosphere conductive to easy and good interactive communication should be established and maintained in the classroom.
Consult a Speech Language expert concerning each child with a communicative disorder in your class and work with him/her throughout the class.
Keep up-to-date on the student's accomplishments in therapy.
Give them time to express themselves, do not interrupt or try to fill in gaps for them.
Speak to them naturally.
Technologies
Fortunately, advances in computer technology have led to the creation of specialized devices—called augmentative and alternative communication (AAC) devices—that help make it possible for individuals with no speech, or individuals with poor speech, to overcome their communication problems. Augmentative devices are designed to support or enhance the speaking capability of a person. Alternative devices, on the other hand, replace speech as a means of communication.
There are a variety of electronic AAC devices on the market, ranging from very low tech to very high tech, and ranging in price from a few hundred dollars to several thousand dollars.39 Some devices are "dedicated," that is, their only purpose is to provide a means of communication. Other devices have been designed to work in conjunction with a computer that plays multiple roles (such as word processing or calculations). In addition, existing computers can now be modified for use as an AAC device through the addition of special communication software and hardware. These modifications are often less expensive and more flexible than many custom-built AAC devices.40
AAC systems have been developed to allow communication through word selection devices or even devices using pictures and graphics. To assist students with disabilities in delivering a message, various speech and print output devices have been developed. Today, many communication devices have incorporated either synthetic or digital speech output. Synthetic speech is artificially generated by the computer, while digital speech is an actual recording of human speech stored in the memory of the device. Written output can be provided by printers that are built into the communication device or attached externally, but this option is cumbersome because of the large amount of paper required. As a result, some devices use liquid crystal displays (LCDs) to show students' messages—some displaying a single line of text at a time, some displaying multiple lines of text, and some using both the LCD and speech output together.
Resources
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69819
Heward, William L. Exceptional Children: An Introduction to Special Education; 9th edition, 2009
www.comeunity.com/disability/speech/speechbooks/html
Practical advice and inspiration for parents of children with special needs or disabilities.
http://www.angelfire.com/nj/speechlanguage/SLResources.html
This site will give you information about specific speech and language disorders, and articles that you can share with clients and parents.
Emotional and Behavioral Disorders
Although childhood is generally regarded as a carefree time of life, many children and adolescents experience emotional difficulties growing up. identifying an emotional or behavioral disorder is difficult for many reasons. For instance, it cannot be stated with certainly that something"goes wrong" in the brain, causing a child to act in a particular way. Contrary to early psychiatric theories, in is impossible to conclude that a mother or father did something wrong early in a child's life, causing an emotional or behavioral disorder. Research on the cause of emotional disorders has shown that the way the brain receives and processes information is a different for children with some types of disorders than for those who do not have those problems. However, this is not true for all children with emotional disorders.
Behavioral Disorders: Implications for teachers
Increased academic performance comes from: 1) actual time teaching (time spent on instruction) and, 2) student on-task behavior. When teaching is interrupted by inappropriate behavior or students are not on task, the question is how do we manage behavior? The teacher has two overall goals: First, to stop inappropriate behavior, and second, to increase appropriate behavior.
1. Define teacher expectations
Problems occur where there is a discrepancy between what the teacher expects and what students do (Give examples). Thus, we are dealing with two dimensions: teacher expectations and student behavior.
If we want to increase appropriate behavior, a necessary first step is for the teacher to explicitly, clearly, and fairly define behavioral expectations.
Where do expectations come from? Such expectations evolve from the teacher's values and beliefs about how students should behave in the classroom. It is important to note that the same behavior can be seen differently in different situations and by different people.
2. Set Rules
Clear rule setting is helpful for all students. Expectations should be explicit, fair, and within the student’s range of achievement.
1) Rules should be reasonable, but to whom? Teachers, administrators, parents, students? The most effective rules are developed by all.
2) Rules should be objective. They should be stated in behavioral terms. What is meant by behavioral?
3) Use as few rules as possible. Consider important aspects and ignore the minor aspects.
4) Be consistent with consequences for breaking rules. Use positive reinforcement for compliance with rules and use negative consequences for breaking rules.
In summary, at the beginning of the school year, involve parents and students in setting rules if possible. Put rules in writing and post them in class. Review rules with your students on a periodic basis to discuss any needed changes. The four rules mentioned above have equal weight. Only in combination will they be effective in controlling behavioral problems.
3. Preventive Discipline
Experience tells us that the most effective means of working with students who display emotional or behavioral disorders is preventive in nature. Rather than responding to inappropriate behaviors, use positive interactive approaches that removes the need for inappropriate behaviors. Like anyone else, students with emotional disorders usually respond to positive, corrective feedback when they make an error. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Social skills training are a critical need of this group. Positive role models are requisite. Social skills are best learned naturally, from observing others who display appropriate skills. Other ways of teaching social skills include direct instruction, prompting, and role-playing.
Consider:
(a) Seating arrangement and traffic rules,
(b) Grouping,
(c) Involving the student in class activities,
(d) Using non-verbal cues, (raise the issue of "touching")
(e) Time Management,
(f) Cooperative learning.
Annotations
Pre-Refferral Intervention Manual Second Edition The Most Common Learning and Behavioral Problems Encountered in the Educational Environment 1988-1993. Hawthorne Educational Services Inc.
www.slc.sevier.org/emoclass.htm
http://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdf
Heward William L. An Introduction to Special Education; Exceptional Children ninth edition 2009
Background and Treatment of the Emotional-Behavior Disorders of Children: A Bibliography of Research (1925-1970). Klein, Zanvel E.
Behavioral Disorders: Implications for teachers
Increased academic performance comes from: 1) actual time teaching (time spent on instruction) and, 2) student on-task behavior. When teaching is interrupted by inappropriate behavior or students are not on task, the question is how do we manage behavior? The teacher has two overall goals: First, to stop inappropriate behavior, and second, to increase appropriate behavior.
1. Define teacher expectations
Problems occur where there is a discrepancy between what the teacher expects and what students do (Give examples). Thus, we are dealing with two dimensions: teacher expectations and student behavior.
If we want to increase appropriate behavior, a necessary first step is for the teacher to explicitly, clearly, and fairly define behavioral expectations.
Where do expectations come from? Such expectations evolve from the teacher's values and beliefs about how students should behave in the classroom. It is important to note that the same behavior can be seen differently in different situations and by different people.
2. Set Rules
Clear rule setting is helpful for all students. Expectations should be explicit, fair, and within the student’s range of achievement.
1) Rules should be reasonable, but to whom? Teachers, administrators, parents, students? The most effective rules are developed by all.
2) Rules should be objective. They should be stated in behavioral terms. What is meant by behavioral?
3) Use as few rules as possible. Consider important aspects and ignore the minor aspects.
4) Be consistent with consequences for breaking rules. Use positive reinforcement for compliance with rules and use negative consequences for breaking rules.
In summary, at the beginning of the school year, involve parents and students in setting rules if possible. Put rules in writing and post them in class. Review rules with your students on a periodic basis to discuss any needed changes. The four rules mentioned above have equal weight. Only in combination will they be effective in controlling behavioral problems.
3. Preventive Discipline
Experience tells us that the most effective means of working with students who display emotional or behavioral disorders is preventive in nature. Rather than responding to inappropriate behaviors, use positive interactive approaches that removes the need for inappropriate behaviors. Like anyone else, students with emotional disorders usually respond to positive, corrective feedback when they make an error. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Social skills training are a critical need of this group. Positive role models are requisite. Social skills are best learned naturally, from observing others who display appropriate skills. Other ways of teaching social skills include direct instruction, prompting, and role-playing.
Consider:
(a) Seating arrangement and traffic rules,
(b) Grouping,
(c) Involving the student in class activities,
(d) Using non-verbal cues, (raise the issue of "touching")
(e) Time Management,
(f) Cooperative learning.
Annotations
Pre-Refferral Intervention Manual Second Edition The Most Common Learning and Behavioral Problems Encountered in the Educational Environment 1988-1993. Hawthorne Educational Services Inc.
www.slc.sevier.org/emoclass.htm
http://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdf
Heward William L. An Introduction to Special Education; Exceptional Children ninth edition 2009
Background and Treatment of the Emotional-Behavior Disorders of Children: A Bibliography of Research (1925-1970). Klein, Zanvel E.
Giftedness and Talent
Definition-
Children and whenever applicable, youth, who are identified at the preschool elementary or secondary level as possessing demonstrated or potential high performance capabilities in areas such as intellectual, creative specific academic, or leadership ability or in the performing and visual art and who by reason there of require services or activities not ordinarily provide by the school.
Teaching Implications-
Gifted behaviors. One way to begin finding gifted children is to focus on a range of behaviors that occur in the daily conversations, activities, and responses to learning opportunities in and around the classroom. Here is a list of characteristics common in gifted four-, five-, and six-year olds:
express curiosity about many things
ask thoughtful questions
have extensive vocabularies and use complex sentence structure
are able to express themselves well
solve problems in unique ways
have good memories
exhibit unusual talent in art, music, or creative dramatics
exhibit especially original imaginations
use previously learned things in new contexts
are unusually able to order things in logical sequence
discuss and elaborate on ideas
are fast learners
desire to work independently and take initiative
exhibit wit and humor
have sustained attention spans and are willing to persist on challenging tasks
are very observant
show talent in making up stories and telling them
are interested in reading.
Children and whenever applicable, youth, who are identified at the preschool elementary or secondary level as possessing demonstrated or potential high performance capabilities in areas such as intellectual, creative specific academic, or leadership ability or in the performing and visual art and who by reason there of require services or activities not ordinarily provide by the school.
Teaching Implications-
Gifted behaviors. One way to begin finding gifted children is to focus on a range of behaviors that occur in the daily conversations, activities, and responses to learning opportunities in and around the classroom. Here is a list of characteristics common in gifted four-, five-, and six-year olds:
express curiosity about many things
ask thoughtful questions
have extensive vocabularies and use complex sentence structure
are able to express themselves well
solve problems in unique ways
have good memories
exhibit unusual talent in art, music, or creative dramatics
exhibit especially original imaginations
use previously learned things in new contexts
are unusually able to order things in logical sequence
discuss and elaborate on ideas
are fast learners
desire to work independently and take initiative
exhibit wit and humor
have sustained attention spans and are willing to persist on challenging tasks
are very observant
show talent in making up stories and telling them
are interested in reading.
Consulting with parent
since about 80% of the parent population can identify their children's giftedness by ages four or five, a short cut to finding these students is to consult with parents. They have spent hours every day with their children over a consecutive number of years, observing them closely and interacting with them in a variety of contexts.
In most cases, this makes them the most realistic predictors of their children's abilities and needs. Teachers can begin to tap this resource by composing a short letter at the beginning of the year introducing themselves, describing the goals for the year, and asking specific questions about the children's strengths, learning styles, and interests. Later, they can develop a system for sharing information and insights as the year progresses.
Portfolios
In most cases, this makes them the most realistic predictors of their children's abilities and needs. Teachers can begin to tap this resource by composing a short letter at the beginning of the year introducing themselves, describing the goals for the year, and asking specific questions about the children's strengths, learning styles, and interests. Later, they can develop a system for sharing information and insights as the year progresses.
Portfolios
Portfolios present another option for a talent search in the classroom. A portfolio is a collection of products (e.g., assignments, paintings, drawings, stories, observations) from school, home, or a community center. It is a repository of what a child has done or can do.
Assitive Technology
Direct Instruction (DI)
Direct Instruction is a highly structured teaching strategy that breaks down skills into specific components and teaches them in a controlled and scripted sequence. DI methodology involves:
Scripted lesson plans – Teachers use pre-developed scripts to teach skills. These scripts are field-tested and revised to ensure students learn the material quickly and accurately.
Rapid-paced, intense interaction with students – The teacher directed instruction is interspersed with group and individual student responses. Teachers generate 10-14 responses a minute from each child.
Correcting mistakes immediately – Students are corrected immediately when they make a mistake. This should prevent students from learning bad habits or incorrect skills.
Homogeneous skill grouping – Students are grouped by performance or ability level. DI proponents say homogeneous grouping allows students to progress at the fastest pace while ensuring no students fall behind. These groups should be flexible, allowing students who are progressing quickly or struggling at their group’s pace to be reassigned.
Frequent assessment – Frequent assessment enables teachers to ensure all students are learning the material and regroup children when needed.
Teaching to mastery – A group does not move on until all the children in the group have learned/understood the material.
Direct Instruction is a highly structured teaching strategy that breaks down skills into specific components and teaches them in a controlled and scripted sequence. DI methodology involves:
Scripted lesson plans – Teachers use pre-developed scripts to teach skills. These scripts are field-tested and revised to ensure students learn the material quickly and accurately.
Rapid-paced, intense interaction with students – The teacher directed instruction is interspersed with group and individual student responses. Teachers generate 10-14 responses a minute from each child.
Correcting mistakes immediately – Students are corrected immediately when they make a mistake. This should prevent students from learning bad habits or incorrect skills.
Homogeneous skill grouping – Students are grouped by performance or ability level. DI proponents say homogeneous grouping allows students to progress at the fastest pace while ensuring no students fall behind. These groups should be flexible, allowing students who are progressing quickly or struggling at their group’s pace to be reassigned.
Frequent assessment – Frequent assessment enables teachers to ensure all students are learning the material and regroup children when needed.
Teaching to mastery – A group does not move on until all the children in the group have learned/understood the material.
References
Recognizing and nurturing giftedness in young children
These external web addresses contain information created, maintained, or posted by institutions independent of CaseNEX.
Many parents say, "I know what giftedness is, but I can't put it into words." This generally is followed by reference to a particular child who seems to manifest gifted behaviors
Heward, L. William, Exceptional Children: An Introduction to Special Education, 9th edition, Merrill/Prentice Hall, 2009
Mental Retardation
Mental retardation is defined by sub-average intellectual ability. General intelligence quotient (IQ) scores for mentally retarded individuals are, by definition, seventy (70) or below. By definition, this score is set two standard deviations below the average IQ of 100, and only occurs about 2.5 percent of the time when considered against the entire distribution of IQ scores in the population. Because of these intellectual deficits, mentally retarded individuals' ability to learn is impaired. Language processing and logical thinking deficits are often present, as are impairments in reasoning and problem-solving abilities. Mental retardation interferes with language processing and impairs judgment and analytical skills.
Mental Retardation is a diagnostic classification denoting significantly low intellectual functioning or other brain functioning problems. It is not a disease in of itself.
Classification of mental retardation indicates that developmental immaturities are present in the form of intellectual deficits, and often emotional deficits as well. This immaturity interferes with an individual's ability to function at age-appropriate levels and makes independent living a challenging proposition. A mentally retarded individual's cognitive abilities are impaired. This means that they acquire new information slowly and have difficulty understanding complex concepts.
There are many degrees of mental retardation. Individuals who are severely retarded are able to learn only the most basic self care skills. Those who are mildly retarded are able to learn so much that, as adults, some are no longer being identified as being retarded. There are three common classification of mental retardation. They are as follows:
Mildly (Educable) Mental Age 8-12 they can learn to approximately sixth grade
Moderately (Trainable) Mental Age 5-8 they are not able to learn academic subjects in school.
Severely profoundly they require supervision and much life long care. And are often confined to institutions
They are many causes of mental retardation but, not all of the causes are known. However more than 200 have been identified and many others are suspected. The known causes can be placed into five categories:
1. Genetics Irregularities- incompatibility of genes inherited from parents
2. Pregnancy Complications- poor nutrition, tumors, mental retardation is a result when something goes wrong with the baby’s development in the womb. Exposure to alcohol and rubella during pregnancy can also be a cause of mental retardation
3. Birth Problems- premature birth, too rapid birth, prolong birth or any circumstance that reduces the oxygen supply to the infant.
4. Early Child Problems- Early childhood diseases such as the chicken pox, measles, meningitis, and severe injuries to the brain. Mental retardation can also be cause by lack of malnutrition.
5. Environmental Factors-being born and raised in a deprived environment where there is little opportunity to learn, or serious emotional problems.
Many mentally retarded children will need help with adaptive skills, which are daily living skills needed to survive, work and interact in the community. Teachers and parents can a child work on these skills at both school and home. Some of these skills include
Communicating with others
Taking care of personal needs (dressing, bathing, going to the bathroom)
Health and Safety
Home living (helping to set the table, cooking dinner, or cleaning the house)
Social Skills (manners, knowing the rules of a conversation, getting along in a group, or just playing a simply game. Reading, writing, and basic math that will help them as they get older; and skills that will help them in the workplace.
Specific Technology
Education: The computer can be a tool for improved literacy, language development, mathematical, organizational, and social skill development. Alternative ways to access computers are available for people who cannot operate a keyboard. Software can be regulated so it runs at a slower pace if a person needs this type of modification.
Mary Beirne- Smith, Richard F. Ittenbach and James R. Patton Mental Retardation 6th Edition June 5, 2001
Mary Beirne- Smith, Shannon H. Kim and James R. Patton Mental Retardation an Introduction to Intellectual Disability 7th Edition August 5, 2005
Heward, Williams L, Exceptional Children an Introduction to Special Education. New Jersey: Pearson Education. Inc. 2009
http://www.childpsychologist.com/mod/resource/view.php?id=11
Families of children with emotional disturbances may need help in understanding their children's condition and in learning how to work effectively with them. Help is available from psychiatrists, psychologists or other mental health professionals in public or private mental health settings.
http://ssw.unc.edu/fcrp/cspn/vol9_no2/ref_v9n2.htm
References for the Issue on Working with Parents Who Have Cognitive Limitations
Mental Retardation is a diagnostic classification denoting significantly low intellectual functioning or other brain functioning problems. It is not a disease in of itself.
Classification of mental retardation indicates that developmental immaturities are present in the form of intellectual deficits, and often emotional deficits as well. This immaturity interferes with an individual's ability to function at age-appropriate levels and makes independent living a challenging proposition. A mentally retarded individual's cognitive abilities are impaired. This means that they acquire new information slowly and have difficulty understanding complex concepts.
There are many degrees of mental retardation. Individuals who are severely retarded are able to learn only the most basic self care skills. Those who are mildly retarded are able to learn so much that, as adults, some are no longer being identified as being retarded. There are three common classification of mental retardation. They are as follows:
Mildly (Educable) Mental Age 8-12 they can learn to approximately sixth grade
Moderately (Trainable) Mental Age 5-8 they are not able to learn academic subjects in school.
Severely profoundly they require supervision and much life long care. And are often confined to institutions
They are many causes of mental retardation but, not all of the causes are known. However more than 200 have been identified and many others are suspected. The known causes can be placed into five categories:
1. Genetics Irregularities- incompatibility of genes inherited from parents
2. Pregnancy Complications- poor nutrition, tumors, mental retardation is a result when something goes wrong with the baby’s development in the womb. Exposure to alcohol and rubella during pregnancy can also be a cause of mental retardation
3. Birth Problems- premature birth, too rapid birth, prolong birth or any circumstance that reduces the oxygen supply to the infant.
4. Early Child Problems- Early childhood diseases such as the chicken pox, measles, meningitis, and severe injuries to the brain. Mental retardation can also be cause by lack of malnutrition.
5. Environmental Factors-being born and raised in a deprived environment where there is little opportunity to learn, or serious emotional problems.
Many mentally retarded children will need help with adaptive skills, which are daily living skills needed to survive, work and interact in the community. Teachers and parents can a child work on these skills at both school and home. Some of these skills include
Communicating with others
Taking care of personal needs (dressing, bathing, going to the bathroom)
Health and Safety
Home living (helping to set the table, cooking dinner, or cleaning the house)
Social Skills (manners, knowing the rules of a conversation, getting along in a group, or just playing a simply game. Reading, writing, and basic math that will help them as they get older; and skills that will help them in the workplace.
Specific Technology
Education: The computer can be a tool for improved literacy, language development, mathematical, organizational, and social skill development. Alternative ways to access computers are available for people who cannot operate a keyboard. Software can be regulated so it runs at a slower pace if a person needs this type of modification.
Mary Beirne- Smith, Richard F. Ittenbach and James R. Patton Mental Retardation 6th Edition June 5, 2001
Mary Beirne- Smith, Shannon H. Kim and James R. Patton Mental Retardation an Introduction to Intellectual Disability 7th Edition August 5, 2005
Heward, Williams L, Exceptional Children an Introduction to Special Education. New Jersey: Pearson Education. Inc. 2009
http://www.childpsychologist.com/mod/resource/view.php?id=11
Families of children with emotional disturbances may need help in understanding their children's condition and in learning how to work effectively with them. Help is available from psychiatrists, psychologists or other mental health professionals in public or private mental health settings.
http://ssw.unc.edu/fcrp/cspn/vol9_no2/ref_v9n2.htm
References for the Issue on Working with Parents Who Have Cognitive Limitations
Learning Disabilities
Learning Disability
A specific learning disability is a disorder in one or more of the central nervous system processes involved in perceiving, understanding and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence and emotional maturity. The federal definition of specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest in an imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations.
Do not look at LD as a disability but as a different way of learning. Ld students have to learn a coping strategy to compensate for their methods of learning. Students have frustration at not understanding what they are trying to learn. They turn this upon themselves saying they are dumb, and this affects their self –esteem.
Implifications of Teaching
What I’m dealing with most as a paraprofessional in the classroom is reading comprehension. All of my students have IEP’s. I try hard to watch the certified teacher in the class to see how she handles certain situations. This activity works well with the younger students as well as the fifth graders. They are all on the same level. The teacher will use these strategies for a lesson and most of them will be used everyday. I would also get a student that is reading well some what better than the other student and pair them up and make them reading buddies. Students have a tendency to learn from other students. It would make a difference in a struggling reader
1. Use simultaneous, multisensory instruction for teaching the name, formation, and sound of letters: vision, hearing, and touch simultaneously to promote higher retention.
2. Teach phonics skills one at a time in building block fashion.
3. Use a sequence that minimizes confusion (systematic).
4. Teach decoding (reading) and encoding (spelling) skills using the 42 basic sounds of the English language---helping those who cannot memorize words by sight, and helping all students to read larger words independently.
5. Review DAILY the vowel, phonogram, and digraph sounds until mastered.
6. Provide integrated materials that give substantial decoding and encoding practice to achieve mastery.
7. Make the practice FUN--transforming it into a magical experience by using games, songs, and activities that support the instruction.
8. Give students preparation before reading a story by playing a game and doing worksheets related to the new sound, and reading and language arts skills that will be in the story.
9. Provide decodable stories with controlled vocabulary that builds on the skills taught to date---eliminating the tendency to guess.
10. Teach comprehension and language arts skills within the context of the stories (to give the skills meaning and purpose
Specific Technology:
Reading machines- This is for students who have a problem reading. The machine will read the story or lesson for them.
Highlighters- To focus on things that are important in the text.
Read Aloud – It will read to the students. Students can comprehend better when they don’t have to read the lesson themselves.
Textbooks- that comes with the CD or audio tapes
Calculators- They can be used in math
References
http://www.abcteach.com This site has grade levels that you want and it consist of stories and questions.
www.readwritethink.org- Studies has shown that the think out loud strategy improves reading comprehension on tests. The teacher will model the think aloud strategy for students
Heward, William L. (2006) Exceptional Children An introduction to Special Education. Chapter 5 Learning Disabilities (pg 170-209). Upper Saddle River, New Jersey; Pearson Merrill Prentice Hall.
http://www.ncld.org I think this website is good for parents as well as for teachers
Handbook of Learning Disabilities H. Lee Swanson, Karen R. Harris, and Steve Graham
Causes and Behavioral Manifestations and it also teaches Effective Instructions
A specific learning disability is a disorder in one or more of the central nervous system processes involved in perceiving, understanding and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence and emotional maturity. The federal definition of specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest in an imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations.
Do not look at LD as a disability but as a different way of learning. Ld students have to learn a coping strategy to compensate for their methods of learning. Students have frustration at not understanding what they are trying to learn. They turn this upon themselves saying they are dumb, and this affects their self –esteem.
Implifications of Teaching
What I’m dealing with most as a paraprofessional in the classroom is reading comprehension. All of my students have IEP’s. I try hard to watch the certified teacher in the class to see how she handles certain situations. This activity works well with the younger students as well as the fifth graders. They are all on the same level. The teacher will use these strategies for a lesson and most of them will be used everyday. I would also get a student that is reading well some what better than the other student and pair them up and make them reading buddies. Students have a tendency to learn from other students. It would make a difference in a struggling reader
1. Use simultaneous, multisensory instruction for teaching the name, formation, and sound of letters: vision, hearing, and touch simultaneously to promote higher retention.
2. Teach phonics skills one at a time in building block fashion.
3. Use a sequence that minimizes confusion (systematic).
4. Teach decoding (reading) and encoding (spelling) skills using the 42 basic sounds of the English language---helping those who cannot memorize words by sight, and helping all students to read larger words independently.
5. Review DAILY the vowel, phonogram, and digraph sounds until mastered.
6. Provide integrated materials that give substantial decoding and encoding practice to achieve mastery.
7. Make the practice FUN--transforming it into a magical experience by using games, songs, and activities that support the instruction.
8. Give students preparation before reading a story by playing a game and doing worksheets related to the new sound, and reading and language arts skills that will be in the story.
9. Provide decodable stories with controlled vocabulary that builds on the skills taught to date---eliminating the tendency to guess.
10. Teach comprehension and language arts skills within the context of the stories (to give the skills meaning and purpose
Specific Technology:
Reading machines- This is for students who have a problem reading. The machine will read the story or lesson for them.
Highlighters- To focus on things that are important in the text.
Read Aloud – It will read to the students. Students can comprehend better when they don’t have to read the lesson themselves.
Textbooks- that comes with the CD or audio tapes
Calculators- They can be used in math
References
http://www.abcteach.com This site has grade levels that you want and it consist of stories and questions.
www.readwritethink.org- Studies has shown that the think out loud strategy improves reading comprehension on tests. The teacher will model the think aloud strategy for students
Heward, William L. (2006) Exceptional Children An introduction to Special Education. Chapter 5 Learning Disabilities (pg 170-209). Upper Saddle River, New Jersey; Pearson Merrill Prentice Hall.
http://www.ncld.org I think this website is good for parents as well as for teachers
Handbook of Learning Disabilities H. Lee Swanson, Karen R. Harris, and Steve Graham
Causes and Behavioral Manifestations and it also teaches Effective Instructions
Saturday, January 24, 2009
Philosophy of Special Education
My philosophy on the education of exceptional students is to provide each individual student instruction in a variety of areas that affect their academic success.Exceptional Education is not just for students with severe disabilities. A continuum of services from light intervention in the general classroom to intensive, separate classroom instruction should be provided according to each student's needs. Students with speech or language impairments, physical disabilities, or emotional needs can receive therapy in a variety of ways if they affect his/her successful performance in the classroom. I value each students involvement inside the classroom because this will allow me to see where the help is needed the most.
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