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Learning Disability Guidelines for Teachers
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An overview of Disabilities, common characteristics, and helpful hints- for teachers KUNNAMPALLIL GEJO JOHN, MASLP, MSC PSYCHOLOGY SPEECH LANGUAGE PATHOLOGIST
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IDEA definition of specific learning disability: A disorder in one or more basic psychological processes involved
in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.
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Learning disabilities include
Perceptual disabilities
Brain injury
Minimal brain dysfunction
Dyslexia
Developmental aphasia
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Learning disabilities do not include:
Visual
Hearing
Motor disabilities
Mental retardation
Emotional disturbance
Environmental, cultural, or economic disadvantage
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Learning disabilities are not
Synonymous with low achievers
Mild disabilities, and they are life-long
Fixable and short term
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Some characteristics of children with learning disabilities Student learns a skill in a different way or at a
different pace
Student has difficulty processing information in particular ways
Student has difficulty storing information either short term or long term
Student has difficulty in the perception of information (letter or number reversal)
Student has difficulty perceiving social situations (sees them differently)
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What a teacher can do for students with learning disabilities
Learn about the child and the learning disability Use multiple learning styles and multiple forms of communicating
instructions Avoid lengthy directions Use strategies to help students remember Break down tasks into smaller steps Provide additional time for schoolwork and tests Allow the student with reading problems to use textbooks on tape or
similar devices Allow the student with listening difficulties to borrow notes or use a tape
recorder Allow the student with writing difficulties to use a computer with spell
check, grammar checks, or speech recognition Teach organizational and study skills
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Speech or language disability defined: Communication disorder, like stuttering, impaired articulation,
language learning impairment, voice impairment, aphasia, dysarthria, mental retardation
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Characteristics of speech or language disability Mispronouncing syllables or whole words
Voice disorder, including abnormal pits, loudness or voice quality
Fluency disorder, pauses, hesitations, repetitions
Stutter
Reluctance to speak
Language learning disability
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What the teacher can do for speech and language disorders Work closely with speech therapist Minimize the pressure to perform verbally and
reduce students anxiety Use nonverbal listening skills such as eye contact
and facial expressions Let the student finish talking Dont finish the students sentences Do not allow other students to make fun of the
student Provide positive feedback for all communication
efforts
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Emotional disturbance defined
Inability to learn or maintain satisfactory interpersonal relationships that can not be explained otherwise
Inappropriate behavior or feelings under normal circumstances
Mood of unhappiness or depression
Develops physical symptoms or fears associated with personal or school problems
Schizophrenia
Does not apply to students who are maladjusted, unless they have an emotional disturbance. KU
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What the teacher can do for students with Emotional disturbances Provide positive recognition for appropriate behavior
Set clear limits so student knows what is expected
Provide posted rules/expectations and teach the student what they mean and provide reminders
Follow the students behavioral intervention plan (IEP)
Develop a non-verbal cueing system to assist the student
Provide assigned seating
Start each day newdont hold grudges
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Autism defined
Developmental disability that affects verbal and nonverbal communication and social interaction before age 3.
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Characteristics of students with autism Student may have a range in degree of
intellectual functioning and any adverse effect on educational performance
Significant communication/language/
interpersonal skill deficits
Self stimulate (rocking, hitting self)
Inappropriate emotions
Becomes upset with routine or environmental changes
Becomes frustrated when over-stimulated
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What the teacher can do for students with autism Prepare the child for change in environment or routine
Avoid too much stimulation and a high noise level
Break down directions into very small steps
Provide multiple opportunities for appropriate repetitive movements
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Other Health impairments defined
Having limited strength, vitality or alertness due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia
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Characteristics of students with other health impairments: Difficulty staying on task or paying attention to
important aspect for a long period of time Impulsive Need to move around frequently Easily distracted Problems breathing Easily infected Energetic Difficulty paying attention when not feeling well KU
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What the teacher can do for students with other health impairments Provide many opportunities for movement
Keep lecture and written activities short
Use visuals during teaching centered activities
Provide fidgets (ball, paperclip)
Provide positive reinforcement
Provide organizers away from desk for items student is not currently using
Use timers
Use highlighters to color code instructions and key parts of assignments
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What the teacher can do regarding other health impairments Learn about the health disability
Follow physicians instructions regarding level of activity
Work with school dietician regarding dietary restrictions
Watch for changes in behavior or unusual lethargy
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Mental retardation defined
Sub-average general intellectual functioning with deficits in adaptive behavior
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Characteristics of students with mental retardation Student learns at a slower rate
Student will have difficulty grasping abstract concepts
Student may not remember directions he or she is given
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What the teacher can do for students with mental retardation Provide new information at a slower rate
Provide concrete directions
Repeat directions as much as possible
Provide reinforcement for rote material learned
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Traumatic brain injury
An acquired injury caused by physical force resulting in total or partial functional disability or psychosocial impairment
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Characteristics of students with traumatic brain injury Reduced stamina
Seizures/headaches
Hearing/vision problems
Easily confused
Mood swings and problems with social skills
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What the teacher can do for students with traumatic brain injuries Talk with administrator/parent to find the extent of
the injury
Avoid an unstructured daily routine
Keep directions simple and concrete
Plan ahead for specific activities
Be clear on rules and review them frequently
Document any unusual circumstances of changes in behavior K
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Hearing impairment defined
Impairment of hearing severe enough to adversely affect a childs educational performance, whether permanent or fluctuating
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Characteristics of a student who is hearing impaired Uses gestures
Hearing aides
Sign language
May write on paper or refuse to write on paper if feels inadequate
Isolation due to communication barriers
Unintentional noises
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What the teacher can do for a student who is hearing impaired
Minimize background noise
Face the student when giving instruction
Use an overhead or power point so you can face the class while instructing
Teachers mouth should be fully visible when speaking
Stand in areas without bright backlighting
Maximize visual and tactile access
Use advance organizers
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Deafness defined
Hearing impairment so severe that student can not process linguistic information through hearing, with or without amplification
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Characteristics of deafness
Student may talk very loudly
Student may feel isolated due to communication barriers
Student may use gestures
Student may use an interpreter
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What the teacher can do for a student who is deaf Address the child, not the interpreter
Increase wait time during lecture
Meet regularly with the interpreter to assess the communication services
Learn a few signs for vocabulary frequently used in the classroom
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Visual impairment defined
Includes blindness, but can include partial or complete blindness
Some visual impairments may be corrected with glasses
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What the teacher can do for students with visual impairments Provide extra time to complete a task Provide verbal descriptions Help implement an IEP team decision to provide services necessary Provide assistance in the students orientation to the classroom and
around the building Talk about where things are Dont lead the student; teacher hand at students elbow may be
enough Remind sighted students/adults to identify themselves by name Describe objects when referring to them Dont leave student standing or waiting along in an open space Do not move things in classroom without notifying student
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Deaf-blindness defined
Hearing and visual impairments
Cause communication and other developmental/educational needs
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Characteristics of students with deaf-blindness
Demonstrates serious impairments and growing diversity of impairments
Significant medical complications
Self-stimulating behaviors (rocking)
Easily aroused (frustration, self-abusive, aggressive, withdrawn)
Lack of responsiveness
Own interests and signaling methods
Vulnerable to stress
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What the teacher can do for students who are deaf-blind Teach systematically what non-impaired students learn
Increase the length of time to master daily classroom objectives
Establish sensitivity and awareness
Mutual attention
Respond to students signals
Keep classroom emotions positive
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Orthopedic impairment defined Clubfoot, absence of an appendage
Polio-myelitis, bone tuberculosis
Cerebral palsy, amputations, fractures or burns
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Characteristics of students with orthopedic impairments Unable to coordinate body movement
Muscles may weaken and degenerate
Nerve control and lack of feeling
Painful movement
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What the teacher can do for students with orthopedic impairments Avoid barriers in the classroom
Plan accommodations ahead of time
Provide extra time for movement and transitions
Treat student with respect
Provide assistance as needed
Monitor safety and health
Meet with building administrator regarding specific medical emergency plan
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Multiple disabilities defined
Combination of disabilities
Teacher should try to find out as much as possible about the multiple disabilities
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General words of advice
Stay informed of changes
Changes in medication
Behavioral changes
Academic changes
Talk with parents and let them know of any academic or behavioral changes in their student in response to any changes in medication
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