THE Special Education Resource.pdf

EDUC-230A Special Education Resource Darren Desmarais

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I. Learning Disabilities

A. Definition32

i. Specific learning disabilities– Represents a heterogeneous group of

students who, despite adequate cognitive functioning and the ability to

learn some skills and strategies quickly and easily, have great difficulty

learning other skills and strategies

ii. A child may be determined to have a specific learning disability if the

student:

a. does not achieve commensurate with his or her age and ability

level in one or more of several specific areas when provided with

appropriate learning experiences

b. has participated in but does not respond adequately to a scientific,

research-based intervention. In the updated definition, a child no

longer needs to have a severe discrepancy between achievement

and intellectual ability to qualify for a specific learning disability

c. needs special education services

B. Characteristics1

i. Demonstrates unexpected low achievement in one or more academia area

ii. Has trouble understanding and following directions

iii. Has a short attention span, is easily distracted

iv. Is overactive and impulsive

v. Has difficulty with handwriting and fine motor activities

vi. Has difficulty with visual or auditory sequential memory

vii. Has difficulty memorizing words or basic math facts

viii. Has difficulty allocating time and organizing work

ix. Has difficulty segmenting words into sounds and blending sounds

x. Confuses similar letters and words, such as b and d, and was and saw

xi. Listens and speaks well but decodes poorly when reading

xii. Has difficulty with tasks that require rapid naming of pictures, words, and

numbers

xiii. Is not efficient or effective in using learning strategies

C. Accommodations13

i. Control the task

ii. Teach students with LD in small interactive groups of six or fewer

students

iii. Use graphic organizers and other visual displays to illustrate key ideas and

concepts

iv. Use a combination of direct instruction and cognitive strategy

v. Provide modeling and “think-alouds” to demonstrate strategies and

learning practices

vi. Teach students to self-regulate and self-monitor their learning and to “fix-

up” when they have learning problems

vii. Providing opportunities for extended practice with feedback

D. Assistive technology24

i. Computer-based instruction

Commented [MD1]: Individuals with Disabilities Education Improvement Act of 2004, sec. 614(b) (2), (3)

Commented [u2]: e.g., teach at the student’s instructional level and sequencing examples and problems to maintain high levels of student success

Commented [u3]: e.g., students respond better when the instruction provides opportunities for them to practice and respond

Commented [u4]: e.g., students learn better when they have a picture or diagram to illustrate key ideas and concepts

Commented [u5]: e.g., direct and explicit instruction is necessary but not sufficient for most students, and thus they benefit when teachers “think aloud” and illustrate how they think about the math or reading task

Commented [u6]: e.g., describing how to perform a task is often insufficient and thus teachers can show how to do tasks by talking aloud as they think through the task while they are doing it

Commented [u7]: e.g., students can learn to ask themselves questions such as, “Did I check the problem twice to be sure the answer is right?” to benefit their learning

Commented [u8]: e.g., students need lots of opportunities to practice what you want them to learn and to receive immediate feedback with instruction to support their learning.


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a. Software used to help students with learning difficulties in reading,

writing, math, and other subject areas

II. Autism Spectrum Disorders

A. Definition32

i. Autism Spectrum Disorders– A sub-group of pervasive developmental

disorders

B. Characteristics2

i. Social Skills

a. Interact with others atypically or not at all

b. Have difficulties interpreting social cues

c. May appear not to notice other people

d. May give the impression they are deaf

e. Lack core skills to initiate, responds to, and maintain social

interactions

f. May be unable to “get in the head” of other people and realize that

other people have goals and feelings

g. May struggle to comprehend the behaviors of other people

h. Social world may be an unpredictable place for student

i. Have difficulties regulating emotions

j. May engage in what appears to be spontaneous outbursts of

aggression (hitting other students), self-injury (banging their

heads), or sadness (weeping)

ii. Communication Skills

a. Many children with autism do not talk

b. Some children with autism only develop extremely limited verbal

language

c. Some of these children pass early milestones of language

acquisition (e.g., babbling), but then stop

d. Many who develop language use single words or phrases but do

not combine these words and phrases into meaningful sentences

e. May repeat what they hear verbatim

f. Others may have mild delays in language development or may

possess large vocabularies, yet have difficulties sustaining

conversations with others

g. May be more than able to carry on a detailed monologue about a

favorite topic, but will not give any other students an opportunity

to engage in the conversation about the topic (Asperger’s)

h. Body language (facial expressions, posture, orientation, gestures)

may not match what the student is saying

i. Tone of voice often monotone, high-pitched, or robotic

j. May speak like adults and will not use the vocal nuances of their

peer group (Asperger’s)

k. May be expressing genuine interest in a topic or an individual but

fail to accurately communicate this interest (Asperger’s)

l. May have difficulties expressing wants and needs


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m. May communicate their intent by other means (grabbing, pulling,

screaming, hitting, self-injury)

n. May be able to aware of their communication difficulties that can

in some instances cause frustration, embarrassment, and social

isolation (high-functioning)

iii. Repetitive Behaviors and Routines

a. Engage in subtle (repeated head turning when they appear to be

alone) or blatant (continuous or vigorous body rocking) behaviors

b. Typical behaviors include hand-flapping, finger flicking, and tip-

toe walking

c. Tend to demand strict adherence to a routine or consistency in the

environment

d. Changes in daily routines (time, venue, menu for meals, route to

school, personal hygiene, bedtime routines) can result in

challenging behavior

e. May be intensely preoccupied with very specific interests (train

schedules, dinosaurs, specific television shows)

f. Repetitive behaviors and routines may underpin consistency and

predictability in the child’s world

C. Accommodations14

i. Get a comprehensive picture of what the students’ likes and dislikes are in

terms of activities by performing a preference assessment at least twice a

year

ii. Establish a classroom routine

iii. Teach communication skills

iv. Teach social skills

a. Initiate conversations with others

b. Respond to initiations

c. Maintain conversations

d. Respond to criticism

v. Social story interventions

vi. Use functional behavioral assessment to address challenging behaviors

a. Indirect assessment

b. Direct assessment

c. Functional analysis

vii. Use positive behavioral support

a. Teacher conduct functional behavioral assessment

b. Team approach to problem solving and intervention design

involving professionals and family members who know the student

well

c. Teacher implement practical and effective interventions

d. Student is taught new skills

e. Data collection and monitoring


i. Alternative and Augmentative Communication

a. Unaided approaches

Commented [u9]: Figure out what contexts the students find challenging. For part of the assessment, generate a list of items (toys, foods, activities) that the students like by interviewing parents and past teachers; then tailor the emphasis to each student. This is done at least twice a year because students’ preferences change over time.

Commented [u10]: The routine established with the student with ASD should fit within the regular classroom routine. When establishing the routine, make sure high- and low-preference activities are evenly balanced. In between high- and low-preference activities, incorporate a neutral activity to make the transition easier for them. Also, make sure the schedule is posted for them to reference.

Commented [u11]: Develop a comprehensive plan that maps out the skills you plan to teach them and try to incorporate communication goals in each scheduled activity. Use augmentative and alternative communication if needed to enhance communication

Commented [u12]: Strategies include verbal gesture, and physical prompts; role-play; and a variety of self-management strategies.

Commented [u13]: e.g., Initiate interactions with peers on the playground

Commented [u14]: e.g., Respond appropriately to parent initiations

Commented [u15]: e.g., Expand interactions with co-workers

Commented [u16]: 1) Tailored to a student’s comprehension level 2) May consist of a series of simple sentences and/or picture cues that describe the context and provide examples of desired responses, explain the perspectives of others, and explain the rules of social engagement 3) Provide a description of a social context and social exchange and be directive in telling the student how to behave.

Commented [u17]: Interviews with parents and previous teachers as well as rating scales allow you to clearly describe the challenging behavior, along with some of the possible reasons for why it occurs.

Commented [u18]: Involves observing your student during those times of the day when challenging behavior is most likely to occur and documenting the sequence of behaviors around the challenging behavior

Commented [u19]: Consists of an experiment in which you manipulate one variable in your classroom to determine its effects on challenging behavior (all possible variables must be manipulated and rates of challenging behavior must be compared across each condition).

Commented [MD20]: Used to enhance, expand and develop communication skills


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1. Signs

2. Gestures

b. Low-tech picture-based systems

1. Picture Exchange Communication System

c. Speech Generating Devices

1. Portable word processor

2. Talking word processor

3. Text to speech software

ii. Visual assistants organizers

iii. Headphones

iv. Assistive listening systems

III. Intellectual and developmental disabilities

A. Definition32

i. Intellectual disabilities– Limited cognitive functioning, which affects

learning

ii. Developmental disabilities– Refers to a disability that is attributable to

mental retardation or related conditions that include cerebral palsy,

epilepsy, autism, or other neurological conditions when such conditions

result in impairment of general intellectual functioning or adaptive

behavior similar to that of a person with mental retardation

B. Characteristics3

i. Intellectual

a. Learn slowly

b. Fail to notice relevant features of what is being taught

c. Do not demonstrate learned skills spontaneously

d. Have difficulties learning complex skills and abstract ideas

e. Have difficulties making generalizations

f. Learn less overall than other students

g. Many students experience difficulties with memory (remembering

incorrectly or not remembering automatically) and attention when

focusing on learning tasks

h. Have communication challenges in such areas as comprehension,

expressing what they have learned, or describing individual needs

i. Most students demonstrate difficulties with expressive (speaking,

writing) and receptive (listening, reading) language that impact

communication in academic and social situations

ii. Social and Behavioral

a. Students may have friends and participate in social activities, but

often have difficulties developing friendships

b. Limited communication skills

c. Stereotypical behaviors

d. Limited social judgment

e. Frequently naïve and gullible, making them prone to risky or

inappropriate behaviors in attempt to please others

C. Accommodations15

Commented [MD21]: Voice- output devices that provide and effective way for students who cannot speak naturally to communicate.

Commented [MD22]: Addresses poor fine motor or motor planning skills for writing

Commented [MD23]: Addresses poor fine motor, motor planning, cognitive or a combination

Commented [MD24]: Addresses poor reading comprehension, decoding, fluency

Commented [MD25]: Addresses behavior issues, focus, language and communication skills

Commented [MD26]: Addresses auditory overstimulation issues

Commented [MD27]: Addresses deficits inattention and listening comprehension and auditory overstimulation issues


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i. Take ownership of the students with disabilities by demonstrating that

these students are members of the class and are valued

ii. Become familiar with the full range of goals and objectives on the

student’s IEP

iii. An aide may be assigned to a student with disabilities for all or part of the

school day

iv. Planning

a. McGill Action Planning System

b. Person-Centered Planning

D. Assistive technology

i. Computer software

a. 101 Animations26

b. Dollars & Cents28

IV. Behavioral and Emotional Disorders

A. Definition32

i. Behavior that falls considerably outside of the norm

B. Characteristics4

i. Inability to maintain satisfying relationships with others

ii. Demonstrate externalizing (aggression, hitting, lack of attention,

impulsivity) or internalizing (shyness, withdrawal, depression,

fears/phobias, anxiety) behaviors

iii. Interfere with others

iv. Distressing to themselves and their families

v. Extreme worry, fearfulness, and concern even when little reason for those

feelings exist (anxiety)

vi. Avoid ordinary activities because of fear or anxiety

vii. Reoccurring fears about everyday situations (Generalized Anxiety

Disorder)

viii. Persistent thoughts about worrisome subjects, such as germs, objects out

of order, or safety, that result in ritual routines to alleviate those thoughts

including hand washing, reorganizing objects, or taking safety precautions

(Obsessive-Compulsive Disorder)

ix. Sudden onset of intense fear resulting in extreme mental or physical

reactions (Panic Disorder)

x. Persistent anxiety resulting from a traumatic experience such as a death of

a family member, natural disaster, or life-threatening experience

(Posttraumatic Stress Disorder)

xi. Exaggerated fear of social situations and anticipations of nonacceptance

and ridicule from others (Social Phobia, or Social Anxiety Disorder)

xii. Frequently withdraw from others and appear reclusive, preferring solitary

activities

xiii. May avoid participating in group work, volunteering, or answering

questions

xiv. Exhibit tendencies toward perfectionism and are afraid of making

mistakes

xv. Irritability, sadness, fatigue

Commented [u28]: Purpose is to foster relationships to improve the quality of life for severe disabilities and to facilitate participation in inclusive settings such as a general education classroom.

Commented [u29]: Builds from other techniques to provide long-range planning and transition.

Commented [MD30]: Basic cause and effect software

Commented [MD31]: Software that connects what the students learn to the real-world application of currency


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xvi. Extreme, unpredictable mood swings (excessive happiness, excitement,

increased energy and excitability, sadness, anxiety, irritability, thoughts of

death)

xvii. Acting sad, lonely, or apathetic

xviii. Exhibiting low self-esteem or hopelessness

xix. Decreased interests in activities

xx. Having chronic complaints about physical ailments, such as stomachaches

or aching arms or legs, with no apparent causes

xxi. Frequently being absent from school

xxii. Talking of suicide or self-destructive behaviors

xxiii. Persistent boredom or low energy

xxiv. Poor school performance

xxv. Increased irritability, anger, or hostility

xxvi. Habitually question authority

xxvii. Intentionally misbehave or ignore rules

xxviii. Are temperamental or negative

xxix. Blame others for their actions

xxx. Frequent temper tantrums

xxxi. Excessive arguing

xxxii. Excessive questioning or rules

xxxiii. Active defiance of adults

xxxiv. Deliberately annoying or upsetting people

xxxv. Being spiteful and revenge seeking

xxxvi. Covert (stealing, lying, burglary, use of drugs and alcohol) or overt

(coercion, bullying, manipulation of others, escalated interactions with

teachers, parents, and peers) behaviors

xxxvii. Repeated and routine display of antisocial behaviors

xxxviii. Demonstrate loss of contact with reality (inappropriate actions or bizarre

thought processes)

C. Accommodations16

i. Create an appropriate emotional environment

a. Respond to students’ feelings and behaviors rather than to overt

behavior

b. Before responding, listen to demonstrate caring and concern to the

student

c. Develop a positive relationship with the student about one topic

d. Establish rules and consequences

e. Consider changes you can make

f. Catch the student being good

g. Use humor to build relationships and to decrease tension

h. Create an emotionally classroom environment

ii. Promote desirable behaviors and decreasing undesirable ones

a. Do not use threats

b. Establish consequences that do not punish you as well as your

students

c. Listen and talk to your student but avoid arguing

Commented [u32]: To help provide the structure that students

with emotional and behavioral disorders needs

Commented [u33]: In which students accept one another’s strengths and weaknesses and treat one another with respect and consideration

Commented [u34]: Issue consequences that you are prepared to execute if students do not behave appropriately

Commented [u35]: If you are stressed or inconvenienced by the consequence, you might resent the student

Commented [u36]: If you are tempted to argue, recognize that that you need a break and set another time to finish the discussion


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d. Use logic, principles, and effective guidelines to make decisions

e. Focus on the problems that interfere the most; ignore minor

misbehaviors

f. Build into your instruction a strategy that shows students that the

work they complete is necessary and meaningful

g. Avoid comparing a student with emotional or behavioral problems

to other students

h. Resist the temptation to solve students’ problems for them

i. Let your student know how many chances he or she has before a

consequence will be applied

iii. Resolve conflicts and promote self-control

a. Group work solutions

1. Compromise

2. Share

3. Take turns

4. Chance

b. Communication strategies

1. Apologizing

2. Sending an I-message

3. Active listening

4. Self-talk

c. Diffusing a potentially volatile conflict

1. Distract/postpone

2. Humor/exaggerate

3. Abandon

4. Seek assistance

iv. Teach self-monitoring skills

a. Practical and takes little extra time on the part of the teacher;

consequently, it can free up time for the teacher to work with other

students

b. Used to improve a variety of academic and social skills

c. Uses monitoring systems that provide the student with concrete

evidence of improved behavior

d. Provides more immediate feedback than a teacher is able to

provide

e. Increases students’ independence and helps them become

responsible for their own behavior

f. Facilitates communications with parents by providing data that can

be easily shared during meetings

g. Encourages individual improvement rather than competition across

students

v. Teach self-management skills

a. Teacher and student identify and agree on the behavior to be

changed

b. Identify when and where the behavior most frequently occurs

c. Establish realistic goals for changing the behavior

Commented [u37]: do not flaunt your authority as a teacher to make students do something, always provide a clear sense of what is right and the best thing to do

Commented [u38]: Comparisons do not help students understand and accept themselves or be understood and accepted by others

Commented [u39]: The long-term goal of any behavior management strategy is to motivate students to behave appropriately and to shift the responsibility of “controlling behavior” from teacher to student

Commented [u40]: Follow through on whatever consequence was designated

Commented [u41]: Everyone gives up a little while still getting some of what he or she originally wanted

Commented [u42]: Individuals decide to share for mutual benefit. Requires waiting for the benefit to occur in the future

Commented [u43]: It is important to teach the student who goes second has not “lost.” Let students decide the order in taking turns

Commented [u44]: Strategy to alleviate a dispute around turn-taking: flip a coin, draw straws, or use another method that leaves the resolution to chance

Commented [u45]: Admitting responsibility if you recognize that your behavior was wrong. Can also be a way to take responsibility for causing the problem

Commented [u46]: Express how you feel without blaming the other person

Commented [u47]: Involves trying to understand how another person is feeling by listening carefully to what he or she says

Commented [u48]: Self-control method used to reduce stress or remain calm by engaging in rehearsed positive self-talk

Commented [u49]: Attention on the conflict is diverted to diffuse a conflict

Commented [u50]: Poke fun at the situation or engage in an exaggerated recounting in order to help students put their issues in perspective

Commented [u51]: If a person realizes he or she can’t handle a situation, walking away may be the best way to exercise self-control

Commented [u52]: An individual or group should seek assistance if other conflict-resolution strategies are not working

Commented [u54]: Such as charting progress using graphs, charts, and checklists

Commented [u53]: So each student can work towards his or her own goals


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d. Identify a timeline showing how long the behavior change plan

will be in effect

e. Identify reinforcers and consequences

f. Self-evaluate the success of the program each day

vi. Teach social skills

a. Develop cooperative learning

b. Involve peers in the training program for low social status students

c. Use principles of effective instruction

d. Teach needed skills

e. Teach for transfer of learning

f. Empower students

g. Identify strengths

h. Encourage reciprocal friendships

vii. Adapt instruction

a. Use different groupings [individual, small groups, pairs, large

groups] to give students opportunities to acquire academic and

social skills

b. Use materials that will generate high interest

c. Provide alternative ways for students to complete tasks and

demonstrating learning

V. Attention Deficit/Hyperactivity Disorders

A. Definition32

i. Attention deficit hyperactivity disorder– A disorder consisting of two sub-

types of behavior:

a. Inattention– Refers to difficulty sustaining attention

b. Hyperactivity-impulsivity– Refers to a group of behaviors

associated with restlessness, excess motor activity, and an inability

to control one’s actions

B. Characteristics5

i. Core Characteristics

a. Feeling fidgety and restless

b. Blurting out answers

c. Having poor sustained attention and vigilance and being easily

distracted

d. Skipping from one incomplete task to the next, thus rarely

completing work

e. Being impulsive or having poor delay of gratification

f. Being hyperactive or having difficulty regulating activities

g. Exhibiting diminished rule-governed behavior

h. Having increased variability of task performance

ii. Inattention

a. Failing to pay close attention to details and making careless

mistakes that are inconsistent with the child’s developmental level

b. Failing to sustain attention to tasks and/or play activities

c. Failing to listen, even when spoken to directly

d. Failing to complete tasks

Commented [MD55]: Classrooms structured for cooperative learning let children work alone, in pairs, and in groups, helping one another master the assigned material

Commented [MD56]: Including popular peers in the social skills training program increases the likelihood that they will have opportunities to observe the changes in target students and to cue and reinforce appropriate behavior in the classroom

Commented [MD57]: Obtain student commitment, identify target behavior, pretesting, teaching, modeling, rehearsing, role playing, providing feedback, practicing in controlled settings, practicing in other settings, post testing, and following up

Commented [MD58]: social skills that learning- and behavior-disordered students frequently need to be taught include body language (e.g., what his or her body “says,” gestures, eye contact, facial reactions), using greetings, initiating and maintaining a conversation, giving and accepting positive feedback, identifying feelings in self and others, and using problem-solving/conflict-resolution strategies

Commented [MD59]: Social skills training programs need to ensure that learned skills are systematically demonstrated in the classroom, on the playground, and at home

Commented [MD60]: Offer choices, teaching about consequences, documenting progress, and helping students to exercise control of what happens to them

Commented [MD61]: Students with social skills deficits may benefit from acquiring strengths in athletic activities so they have areas of strength from which to build their social skills. Other areas such as hobbies or special interests can be presented in the classroom so that the student with difficulties with social relationships has an opportunity to be perceived as one who is knowledgeable

Commented [MD62]: Because it is unlikely that all students in the classroom are going to like all the other students equally, the notion of developing a reciprocal friendship is a more realistic goal

Commented [MD63]: Provide opportunities for students to be tutored and to serve as tutors themselves. Learning to work with others is an important skill for students with emotional and behavioral problems.

Commented [MD64]: Teachers can reduce incidences of inappropriate behaviors by using materials; for example, some students may enjoy working on computers, whereas others might like to write or use artistic means for approaching a task.

Commented [MD65]: Allow students to express their individual learning-style preferences. As long as students are working, learning, and not interfering with the progress of others, providing appropriate alternatives for completing tasks makes sense.


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e. Having difficulty with organization

f. Resisting working on tasks that require sustained attention

g. Losing materials and objects

h. Becoming easily distracted

i. Being forgetful

iii. Hyperactivity

a. Fidgeting or squirming

b. Having a difficult time remaining seated during class, even when

other students are able to do so

c. Running or climbing excessively when it is not appropriate

d. Having difficulty playing quietly

e. Acting as though he or she is “driven by a motor”

f. Talking too much

iv. Impulsivity

a. Blurting out answers

b. Having difficulty waiting for his or her turn

c. Interrupting others or butting into activities

C. Accommodations17

i. Positive attitude toward inclusion of students with ADHD

ii. Ability to collaborate as a member of an interdisciplinary team

iii. Knowledge of behavior management procedures

iv. Personal characteristics

VI. Orthopedic Disability

A. Definition32

i. Includes deficits caused by congenital anomaly, impairments caused by

disease, and impairments from other causes

B. Characteristics6

i. Episodes of difficulty in breathing (asthma)

ii. Lack of coordination

iii. Speech disorders

iv. Motor problems

v. Extreme weakness

vi. Walk with difficulty

vii. Lack complete bladder and bowel control

viii. Tendency to have recurrent seizures (Epilepsy)

ix. Diminishing ability to 1) walk and 2) effectively use their arms and hands

(Muscular Dystrophy)

x. Loss of stamina

xi. Developmental delays

xii. Progressive neurological defects

xiii. Repeated bacterial infections

xiv. Psychological stresses

C. Accommodations18

i. Use others as resources

ii. Be flexible in your planning

iii. Be ingenious and creative

Commented [MD66]: Teachers have a significant influence on how students are perceived by others in the class. Even subtle

preferences expressed by teachers are noticed by students and give

them the “right” to like or not like certain students.

Commented [MD67]: Express interest in what you can do to promote the academic and social success of the students and ask professionals for ideas they think might make the instructional setting more productive.

Commented [MD68]: If the behavioral practices that are typically effective with students are not effective with the student with ADHD in your class, ask a classroom management expert (school psychologist, special education teacher) to observe your classroom and provide suggestions

Commented [MD69]: Teaching students with ADHD requires understanding, compassion, patience, concern, respect, responsiveness, and a sense of humor

Commented [MD70]: e.g., clubfoot, absence of some member

Commented [MD71]: e.g., poliomyelitis, bone tuberculosis

Commented [MD72]: e.g., cerebral palsy, amputations, and fractures or burns that cause contractures

Commented [u73]: Cerebral Palsy

Commented [u74]: Spina Bifida

Commented [u75]: HIV and AIDS

Commented [MD76]: Call on the expertise of the student, parents, other school personnel, and others in health-related professions, as well as the student’s classmates.

Commented [MD77]: Be willing to make last-minute changes in response to day-to-day changes in the student’s condition and readiness to learn.

Commented [MD78]: One of the greatest rewards from working with students is helping them discover their strengths and ways to demonstrate them.


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iv. Retrace or enlarge print with a dark marker to help students see material

more clearly

v. Schedule study buddies to help a student with disabilities gather learning

materials

vi. Assign a classmate or ask for a volunteer to take or copy notes for a

student with disabilities

vii. Ask students for whom writing is difficult whether they would prefer an

oral assignment or test

viii. Ask the special education teacher to provide (or advise you on acquiring)

materials for securing small objects

ix. Ask parents to provide a bandana or sweatband, worn on the wrist, to help

a student with limited control of facial muscles wipe off excess saliva

x. Arrange with the special education teacher for the assistance of an aide in

moving a student from a wheel chair to a beanbag chair during floor

activities


i. Mobility

a. Wheelchairs

b. Walkers

c. Adapted bicycles

ii. Positioning

a. Adjustable chairs, tables, and standers

b. Wedges

c. Straps

VII. Hearing Impairments & Deafness

A. Definition32

i. Hearing impairment– An impairment in hearing, whether permanent or

fluctuating, that adversely affects a child’s education performance but that

is not included in the definition of deafness in IDEA sec. 300.8(c)(5)

ii. Deafness– A hearing impairment that is so severe that the child is

impaired in processing linguistic information through hearing, with or

without amplification that adversely effects a child’s educational

performance, IDEA 300.8(c)(3)

B. Characteristics7

i. May be significantly delayed in vocabulary development and reading

skills

ii. Have difficulty accessing their environment and language system

iii. Experience difficulty in learning to produce the speech sounds (they might

not get accurate or complete feedback from hearing the sounds they are

producing

iv. Hear at 16 dB or more

a. 16–25 dB = Minimal loss

b. 25–40 dB = Mild hearing loss

c. 40–65 dB = Moderate hearing loss

d. 65–90 dB = Severe hearing loss

e. > 90 dB = Profound hearing loss

Commented [MD79]: Velcro and a Dysem mat on a student’s desk prevent books, calculators, pencil boxes, and the like from slipping off.

Commented [MD80]: This way, the student can be both supported physically and seated on the same level as peers

Commented [MD81]: Allows student to move independently and safely

Commented [MD82]: Any support that helps a student remain in good position for learning without becoming tired.


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C. Accommodations19

i. Provide preferential seating

a. Minimize listening distance sit near you

b. Make sure the student can see you, the interpreter, and visual aids

clearly

c. Eliminate glare from windows or lights

ii. Minimize environmental noise

a. Use carpets, rugs, cork, and curtains to help absorb noise

b. Avoid unnecessary background noise

iii. Use visual clues and demonstrations

a. Face the student directly when you talk

b. Use an interactive whiteboard so that you can face the student

while you write

c. Use natural gestures

d. Use modeling to demonstrate how to do different procedures and

tasks

e. Use pictures, diagrams, and graphic organizers

f. Provide opportunities for experiential learning

iv. Maximize the use of visual media

a. Provide closed-captioned television

b. Provide access to computers

v. Monitor the student’s understanding

a. Ask the student to repeat or rephrase important information or

directions

b. Reword statements for clarification

c. Provide written instructions and summaries

vi. Promote cooperation and collaboration

a. Use peer and classroom tutors and note takers

b. Identify speakers in a group discussion

c. Inform interpreters of topics before class, and provide study guides

or teaching


i. Assistive listening

a. Hearing aids

b. Amplifiers

c. Captions on television

d. Typing telephones

VIII. Visual Impairments & Blindness

A. Definition32

i. Visual impairment including blindness– An impairment in vision that even

with correction, adversely affects a child’s educational performance,

IDEA 300.8(c)(13)

B. Characteristics8

i. Have a more difficult time developing basic concepts owing to their vision

loss

Commented [MD83]: Seat students away from loud noises such as high-traffic areas, doors, air conditioning and heating units.

Commented [MD84]: e.g., music or hallway noise

Commented [MD85]: Help student who is either deaf or has hearing loss


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ii. Have difficulty learning from the activities of others because the child

might not might not be able to determine visually what someone is doing

and what the results of the activities are

iii. May not have access to clues such as color that can aid in conceptual

development and vocabulary

iv. Lack of access to appropriate adaptive materials may limit development in

communication through the written word

v. May be delayed in gross motor skill development and may engage in

fewer activities that use visual-motor (running, jumping, kicking) skills

vi. May also have delays in fine motor skills (writing, cutting, grasping small

items)

vii. Might not be able to fix a snack, independently select clothing, or dress

themselves if not given responsibilities or guidance

viii. Might not know when individuals are speaking to them

ix. Unable to see how others initiate interactions, give nonverbal indications

of their feelings and desires, and how peers are responding to interactions

and common situations

C. Accommodations20

i. Physical environment

a. Announce your presence and identify yourself

b. Leave doors fully opened or closed and drawers closed so the

student does not run into them

c. Describe the locations of things

d. Provide an extra desk or shelf space for the student to store

materials

e. Provide access to an outlet for audio equipment, braillers, lamp, or

other electrical equipment

f. Allow early dismissal from class so the student has time to travel

to other classes

ii. Learning environment

a. Familiarize students with classroom materials

b. Have concrete examples students can touch

c. Provide lessons with tactual and auditory components, and adapt

assignments so that the students can participate

d. Provide written copies of any materials you use on the board or

interactive white board

e. Allow a peer to take notes for the student

f. Provide opportunities for the students to work in groups, especially

when the assignment has a visual component

iii. Testing environment

a. Provide test materials in the student’s primary learning medium

b. Allow extra time to complete test items

c. Give students who read braille twice as much time as other

students to complete a test

d. Give students who read regular or large print time and a half to

complete a test

Commented [MD86]: Also, announce your departure.

Commented [MD87]: Especially after rearranging the classroom, start with the door and travel around the room systematically, noting locations.

Commented [MD88]: e.g., give them time to visually or tactually explore a globe before asking them to locate the longitude and latitude of a city.

Commented [MD89]: e.g., in science have fossils, not just pictures of fossils

Commented [MD90]: Say what you are writing as you write on the board.

Commented [MD91]: Check that the student is still paying attention and participating.

Commented [MD92]: e.g., conducting experiments in science class

Commented [MD93]: e.g., braille, large print, or audio tape


13

e. Read instructions to students with visual impairment to minimize

the amount of reading they need to do

f. Present test items orally if doing so will not compromise the

integrity of the test

g. Allow students to write on the test material instead of a bubble

sheet, or provide a large print bubble sheet


i. Braille Labeler28

ii. Computer hardware/software26

a. Find the Buttons

b. Thunder-RJ

IX. Traumatic Brain Injury

A. Definition32

i. An injury to the brain, caused by an external physical force, that causes

total or partial functional disability or psychosocial impairment, or both,

which adversely affects a student’s educational performance

B. Characteristics9

i. Agitation and irritability

ii. Flat affect with sudden outbursts

iii. The degree of initial recovery from the injury will vary widely and require

frequent review of the student’s IEP

iv. Memory, attention, and executive function difficulties are common

v. Slowed processing of information and faulty reasoning are common

vi. Pre-injury skills may be preserved but are not predictive of new learning

abilities

vii. Lowered social inhibition and judgment, lowered impulse control,

depression, and overestimation of abilities are typical

viii. Less initiative and motivation, as well as general fatigue, are typical

ix. Services and supports are often needed in at least four areas: cognition,

speech and language, social and behavioral skills, and physical

functioning

C. Accommodations18

i. Make environmental modifications

a. Changes in locations of materials and equipment

b. Work surface modifications

c. Object modifications

d. Manipulation aids

ii. Promote literacy development

a. Positioning

1. Position students so they can see the print while listening

b. Siblings and peers

1. Inclusion of peers or siblings during story time could help

make the story time livelier

c. Print in the environment

1. Having print everywhere in the environment is important

d. Accessing literacy

Commented [MD94]: Labeler-maker that has the alphabet, punctuation, and common contractions

Commented [MD95]: Computer software that helps students know where the mouse cursor is on the computer

Commented [MD96]: A screen reader for the computer

Commented [MD97]: e.g., so that students in wheelchairs can reach items independently

Commented [MD98]: e.g., raising a desk so a wheelchair fits under it

Commented [MD99]: e.g., attaching clips to a student’s desk to secure papers

Commented [MD100]: e.g., using a page turner to reduce dependency on others

Commented [MD101]: This helps them begin to make the connection between print and speech

Commented [MD102]: When peers or siblings were present, children related text to real-life activities and asked and answered a greater variety of questions.

Commented [MD103]: For students with physical disabilities, the print needs to be at eye level based on their adaptive equipment.


14

1. Students need a method by which to independently access

storybooks, writing instruments, and other literacy related

items

2. Drawing and writing can be made easier with adaptive

holders for the writing utensil

3. Taping paper down or stabilizing items with Velcro also

helps the student draw or write

iii. Educating classmates

a. What is wrong with the student?

b. Is the disease contagious?

c. Will the student die from it?

d. Will the student lose any limbs or hair?

e. Should we talk about the student’s illness, or ignore it?

f. What will other students think if I am still friends with this

student?

iv. See VI. B. i-x.


i. Slant board

ii. Weighted pencil grip

iii. Double-lined paper

X. Communication Disorders (Speech/Language)

A. Definition32

i. Difficulties with the transfer of knowledge, ideas, opinions, and feelings

B. Characteristics10

i. Delay in the development of articulation

ii. Stuttering

iii. Voice disorder (quality, pitch, intensity)

iv. Frequently ask for information to be repeated or clarified

v. Difficulties following directions

vi. Difficulties understanding abstract concepts

vii. Difficulties comprehending multiple meanings

viii. Communicate less frequently than peers

ix. Difficulty using correct grammar, thinking of the right word to convey

meaning, and repairing communication when listener does not understand

x. Limited vocabulary

xi. Difficulties pronouncing certain sounds and using prefixes, suffixes, and

endings on words

xii. Have difficulty generating rhyming words, , segmenting words into their

individual sounds, or producing individual sounds and then blending them

together to make words

xiii. Difficulty learning to spell or read

xiv. May experience difficulties in the area of syntax

C. Accommodations21

i. Create an atmosphere of ease and comfortable pacing

ii. Listen in a calm and thoughtful manner of what students have to say

iii. Do not criticize or point out speech errors

Commented [MD104]: This could be books on tape, podcasts, or switches to access computer programs for reading, writing, and drawing.

Commented [MD105]: Classmates will most likely have limited knowledge and many questions. The following are six common questions asked by students.

Commented [MD106]: Promotes the development of proper hand and wrist position

Commented [MD107]: Improves control, reduces fatigue, increases muscle strength

Commented [MD108]: Gives students more room to form their letters

Commented [MD109]: Avoid an atmosphere that creates time pressures and tensions.

Commented [MD110]: Allow time for students to finish their thoughts. Do not disregard ideas just because students have difficulty expressing them.

Commented [MD111]: You may demonstrate correct speech by correctly repeating what the student said.


15

iv. Establish classroom rules that do not allow for ridicule of students or their

speech errors

v. Take care not to place students with speech problems in situations in

which their communication difficulties might interfere or be highlighted

vi. Use flexible grouping so that students have opportunities to talk in small

groups and with a partner

vii. Allow time for students to respond

viii. Develop cueing systems that allow students to let you know when they are

comfortable responding

ix. Read aloud in a slow and easy manner to give students an opportunity to

practice fluency strategies or new sounds they are learning

x. Avoid competition among students, particularly when it highlights oral

communication


i. Alternative and Augmentative Communication

a. Computer software

1. Communication board software29

2. Interactive software30

b. Also see II. C. i.

XI. English Language Learners

A. Definition32

B. Students for whom English is a second language

C. Characteristics11

i. Rely on first-language translation

ii. Rely on visuals, drawing pictures, and known phrases to understand and

communicate

iii. Require significant repetition and practice before adopting new classroom

routines

iv. Respond with one or two words or memorized phrases

v. Observes others before attempting a task

vi. More characteristics can be found at Learn Alberta

D. Accommodations22

i. Culturally responsive teaching

a. Have high expectations of students and believe that all students are

capable of academic success

b. See yourself as a member of the community and see teaching as a

way to give back to the community

c. Display confidence in your ability to be successful with students

who are culturally and linguistically diverse

d. Provide explicit instruction to monitor students’ progress, and

provide immediate feedback

e. Integrate the students’ native language and dialect, culture, and

community into classroom activities to make input more relevant

and comprehensible, to build trust and self-esteem, and to promote

cultural diversity and cultural pluralism

Commented [MD112]: Students often need time to get their ideas organized and to plan their communication. Speech may be labored and slow.

Commented [MD113]: Students become more fluent with multiple readings, so the use of repeated reading may be beneficial.

Commented [MD114]: Used to enhance, expand and develop communication skills

Commented [MD115]: Software that has templates and incorporates pictures to easily make communication board

Commented [MD116]: Software that has the student talk and interact to stimulate speech and encourage expressive language.

http://www.learnalberta.ca/content/eslapb/documents/Characteristics_of_English_Language_Learners.pdf


16

f. Use curriculum and teaching strategies that promote coherence,

relevance, progression, and continuity

g. Structure opportunities for students to use English

h. Challenge your students and teach higher-order thinking

ii. Best practices in ELL

a. Encourage strategic use of first language

b. Encourage acquisition in first-language reading and writing while

also learning to read and write in English

c. Encourage students to use their first language around school

d. Provide opportunities for students from the same language group

to communicate with one another in their first-language

e. Recruit people who can tutor the students in their first language

f. Provide, in classroom and in the school library, books written in

various languages

g. Incorporate greetings and information in various languages in

newsletters and other official school communications

iii. Promote content in second-language learning

a. Beginning to mid-intermediate proficiency level

1. Provide a supportive environment in which help is readily

available to second-language learners

2. Establish consistent patterns and routines in the classroom

3. Use gestures, visuals, and demonstrations to present

concepts

4. Connect content to students’ home cultures

5. Simplify grammar and vocabulary

6. Slow the pace of presentation, enunciate clearly, and

emphasize key concepts through gesture, facial expression,

intonation, and repetition

7. Record your lectures or talks on tape, and make them

available for students

8. Make copies of your notes, or have another student take

notes, so that second-language learners can concentrate on

listening

9. Build in redundancy by restating concepts in a simpler

form, providing examples, and giving direct definitions

10. Extend wait time so second-language learners have time to

volunteer

11. Avoid forcing second-language learners to speak

12. Arrange cooperative learning so that students with the same

first language work together

13. Encourage students to use their second language in

informal conversations

14. Whenever possible, use tutors who speak the native

language of the second-language learners

15. Alter criteria for grading

b. High-intermediate to advanced proficiency level

Commented [MD117]: e.g., in cooperative learning groups during informal discussions


17

1. Add contextual support to your lesson

2. Take into account the linguistic demands of the content

3. Provide opportunities for students to write within the

content area

4. Provide opportunities for second-language learners to

practice critical thinking skills

5. Coach second-language learner in appropriate learning

strategies for mastering content

iv. Working with parents

a. Be inviting and welcoming

b. Learn the correct pronunciation of the child’s first name and of the

family name, and learn a few words of the child’s native language

c. When preparing your classroom and curriculum, make certain that

the heritage of your student is reflected

d. Explore the best ways to communicate with parents

e. Do not talk down to parents, provide them with the respect you

would expect as a parent

f. Enlist the support of a translator or encourage parents to bring a

translator or a person who can provide support to parent

conferences

g. Do your best to provide written communication in the parents’

native language

h. Interview parents to determine how they could be a resource at

home or at school

E. Assistive technology

i. Computer software31

a. Text reader

b. Word predictor (for typing)

c. Talking word processor

d. Graphic organizer

XII. Gifted

A. Definition32

i. Students who have extraordinary talent or natural ability

B. Characteristics12

i. Outstanding academic talent

ii. Perform or show the potential for performing at remarkably high levels of

accomplishment

iii. Score in the top 5% locally in that area of aptitude

C. Acommodations23

i. Curriculum compacting

a. What the student already knows about the topic

b. What the student needs to learn

c. What adaptations or activities are appropriate for facilitating

student learning

ii. Parallel Curriculum Model

a. Core Curriculum

Commented [MD118]: e.g., advanced organizers, study guides, glossaries, videos/film

Commented [MD119]: All parents have time treasure or talent (funds of knowledge) to share in large or small ways.

Commented [MD120]: SOLO Literacy Suite is a program that incorporates these four computer software types. It helps ELL students as well as students with disabilities to read and write.


18

1. Key concepts to be learned

b. Curriculum of Connections

1. Making interdisciplinary linkages

c. Curriculum of Practice

1. Supporting students in learning to think like a practitioner

d. Curriculum of Identity

1. Helping students make personal meaning and clarification

of what they are learning

iii. Best Instructional Practice

a. Using advanced subject matter taught at an accelerated rate

b. Using flexible grouping practices

c. Incorporating opportunities for higher-level thinking

d. Fostering inquiry in learning

e. Providing problem-solving opportunities related to real-world

situations


19

Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education by

Sharon R. Vaughn, Candace S. Bos, and Jeanne Shay Schumm is an exceptional resource for

all teachers. It is full of useful information including characteristics, identification,

accommodations and many more for a variety of different types of students.

Learn Alberta is a website devoted to resources for teachers. It is published by the Alberta

government (Canada), and has many articles about teaching strategies and information. The

pdf I found was published by Learn Alberta and has many characteristics of English

Language Learners in each of the divisions.

The Illinois General Assembly is a great resource if you plan on teaching in Illinois. On the

website, it has all of the laws and regulations for the state. This is where I found how the

state of Illinois defines a gifted student.

The PBS Parent website has a great amount of information for learning disabilities and some

strategies and tips to teaching students with learning disabilities.

The Missouri Assistive Technology Advisory Council website had some examples of

assistive technology and what types of students are benefitted by each type of technology.

RJ Cooper, EnableMart, Enabling Devices, Laureate, Mayer-Johnson, and Spectronics are all

on-line catalogues for assistive technology. Each carry a variety of technologies for most, if

not all, types of disabilities. They have descriptions of how each technology works and what

it is used for.

1Bos, C. S., Schumm, J. S., Vaughn, S. R. (2014). Teaching Students Who Are Exceptional,

Diverse, and At Risk in the General Education Classroom (6th ed.) (p. 153). New Jersey:

Pearson. 2Bos, C. S., Schumm, J. S., Vaughn, S. R. (2014). Teaching Students Who Are Exceptional,

Diverse, and At Risk in the General Education Classroom (6th Ed.) (p. 244-245). New Jersey:









Pearson.292-294 7Bos, C. S., Schumm, J. S., Vaughn, S. R. (2014). Teaching Students Who Are Exceptional,

Diverse, and At Risk in the General Education Classroom (6th Ed.) (p. 286). New Jersey:

Pearson.


20

8Bos, C. S., Schumm, J. S., Vaughn, S. R. (2014). Teaching Students Who Are Exceptional,






Pearson. 11Learn Alberta 12Illinois General Assembly 13 Bos, C. S., Schumm, J. S., Vaughn, S. R. (2014). Teaching Students Who Are Exceptional,






















Pearson. 24PBS 25Missouri Assistive Technology

http://www.learnalberta.ca/content/eslapb/documents/Characteristics_of_English_Language_Learners.pdf

http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0410&print=true

http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology-devices/

http://at.mo.gov/information-resources-publications/documents/Autism.pdf


21

26RJ Cooper 27EnableMart 28Enabling Devices 29Laureate 30Mayer-Johnson 31Spectronics 32Bos, C. S., Schumm, J. S., Vaughn, S. R. (2014). Teaching Students Who Are Exceptional,


Pearson.

http://rjcooper.com/index.html

https://www.enablemart.com/

https://enablingdevices.com/catalog

http://laureatelearning.com/

http://www.mayer-johnson.com/

http://www.spectronics.com.au/

Documents

THE Special Education Resource.pdf