Health or Physical Challenges
Definition - Students who have physical or health disabilities that interfere with their educational performance qualify for special services under three possible categories: orthopedic impairments, multiple disabilities and traumatic brain injury. Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes. Multiple disabilities means concomitant impairments( such as mental retardation-blindness, mental retardation-orthopedic impairment) the combination of which causes severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Traumatic brain injury means 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 educational performance. Applies to open or closed head injuries resulting in impairments on one or more areas. Such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing and speech. The term does not apply to brain injuries that are congenital or regenerative or to brain injuries induced by birth trauma. Other health impairment mans having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the education environment that (I) is due to chronic or acute health problems such a s asthma, ADD or ADHD, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and (ii) adversely affects a child's educational performance.
Characteristics
Neuromotor impairments – abnormality of or damage to the brain, spinal cord, or nerves that send impulses to the muscles of the body. Often results in complex motor problems that can affect several body systems.
A. Cerebral Palsy – individuals with cerebral palsy have abnormal, involuntary and or uncoordinated motor movements.
Spastic – characterized by very tight muscles , resulting is stiff, uncoordinated movements.
Athetoid – movements are contorted, abnormal and purposeless
Ataxic – poor balance and equilibrium in addition to uncoordinated voluntary movement.
Mixed – combination of types
B. Spina Bifida – Spinal cord ins not enclosed during development, resulting in improper functioning of the spinal cord. The characteristics of spina bifida depend on the location of the defect. There is a lack of movement and sensation below the area of injury. Student will usually have difficulty in walking, requiring braces, crutched, a walker or a wheelchair. Almost always require catheterization.
Degenerative Diseases
Muscular Dystrophy – characterized by progressive muscle weakness form degeneration of the muscle fiber. Usually no disability is apparent at birth. Degeneration begins with leg weakness and continues until student is wheelchair bound.
Orthopedic and Musculoskeletal disorders
A . Juvenile rheumatoid arthritis is a chromic arthritic condition affecting the joints that occurs before age 16. Symptoms usually include joint stiffness after immobility, pain with joint movement, limitations in joint motion, sometimes fever.
B. limb Deficiency – arm)s) or leg(s) are partially or completely missing. Typically, a prosthetic device is fitted and used.
Traumatic Brain Injury
Refers to temporary or permanent injury to the brain from such causes as car accidents, accidental falls and gunshot wounds to the head. The effects range from no ill effects to severe disability.
Other Health Impairments: these can include seizure disorders, asthma, or AIDS,
A. Seizures – a sudden temporary change in the normal functioning of the brain's electical system as a result of excessive, ncontrolled electical activity in the brain. During an absence seizures, the person will lose consciousness, stop moving and stare straight ahead. Typically they last less than 30 seconds. The person “wakes” up and does not remember the seizure. In a complex partial seizure, consciousness is impaired and the person usually exhibits a series of involuntary motor movements. Tonic-mal seizures is a convulsive seizure in which the person loses consciousness and becomes very stiff, followed by jerkiness and will fall down. Can last from 2 – 5 minutes.
B. Asthma – The most common pulmonary disease of childhood. When triggered, the child has difficulty breathing. Symptoms include shortness of breath, wheezing, coughing, labored breathing.
AIDS – Acquired immune deficiency syndrome is a chronic illness of childhood. Poses little threat of transmission in the school setting.
Accommodations:
Teacher/student ratio – adjust as needed
Classroom furniture – provide special furniture as needed, wheelchair access to rooms and building and bathroom facilities
Position of learning materials – within easy reach
Talk with all children about this child's needs and how to be respectful of and helpful to the child.
Establish and maintain a medication plan with the school nurse
Do not over-compensate for the child's weakness – for example, do not speak louder to him because his legs don't work
Use small group instruction and peer activities
Learn and respond to the child's form of communication
Use adapted utensils as needed, such as scissors, spoon and fork etc.
Offer alternative food choices to meet individual needs regarding health and safety.
Find alternate recess options for high-pollen days.
Showing posts with label Disabilities/Characteristics and Accomodations. Show all posts
Showing posts with label Disabilities/Characteristics and Accomodations. Show all posts
Monday, December 10, 2007
Hearing Impaired
Hearing Impaired
Definition – Hearing impairment is a generic term indicating a hearing disability that may range in severity from mild to profound. Persons whose sense of hearing is nonfunctional for the ordinary purposes of life are considered deaf. This hearing loss adversely affects educational performance and is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification. Residual hearing or “hard of hearing” describes individuals in whom the sense of hearing , though defective, is functional either with or with a hearing aid.
Characteristics:
Minimal Hearing Loss – have difficulty hearing spoken language at a distance or in the presence of background noise
Sensorineural hearing loss – hearing loss caused by disorders of the inner ear (cochlea).
Conductive hearing loss – caused by a blockage or barrier to the transmission of sound through the outer or middle ear.
Mixed hearing loss – combination of both conductive and sensorineural loss.
Central hearing disorder – resulting from disorder in the central auditory nervous system between the brain stem and the auditory cortex in the brain
Functional or non organic hearing loss – disorder where the person experiences a hearing loss, but no cause can be found.
Normal hearing – Students can detect all speech sounds even at a soft conversation level.
Minimal loss – Students may have difficulty hearing faint or distant speech. Peer conversation and teacher instructions presented too rapidly, particularly in noisy classrooms, are likely to result in missed information.
Mild – Students may miss up to 50% of class discussions especially if voices are soft or the environment is noisy. Students will require the use of a hearing aid or personal FM system
Moderate – Classroom conversation from 3 – 5 feet away can be understood if the structure and vocabulary is controlled. Hearing aids and/or personal FM systems are essential. Specific attention will need to be directed to language development, reading, and written language.
Moderate to severe – Without amplification students with this degree of loss can miss up to 100% of speech information. Full time use of amplification is essential. They will probably require additional help in all language based academic subjects.
Severe – Students can only hear loud noises at close distances. They require individual hearing aids, intensive auditory training and specialized instructional techniques in reading, language,and speech development.
Profound – For all practical purposes these students rely on vision rather than hearing for processing information. This student is a candidate for signing systems and specialized instructional techniques in reading, speech, and language development.
Accommodations
Students with hearing loss need to see the teacher's face all the time to speech read and to get meaning clues. Keep looking at the student.
Speak naturally. Do not over-enunciate or speak too loudly.
Look tochild's location in classroom.
Word wall with plenty of daily vocab words
Visual schedule
Visual instructions – charts with pictures, story boards
Hand's on activities
Buddy system so that student gets physical clues as to movement etc.
Learn sign language for basic classroom cues.
Allow time for child to rest from the hard work of “communicating”. Supply a private place for work and play.
Remove unnecessary noise from classroom
Definition – Hearing impairment is a generic term indicating a hearing disability that may range in severity from mild to profound. Persons whose sense of hearing is nonfunctional for the ordinary purposes of life are considered deaf. This hearing loss adversely affects educational performance and is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification. Residual hearing or “hard of hearing” describes individuals in whom the sense of hearing , though defective, is functional either with or with a hearing aid.
Characteristics:
Minimal Hearing Loss – have difficulty hearing spoken language at a distance or in the presence of background noise
Sensorineural hearing loss – hearing loss caused by disorders of the inner ear (cochlea).
Conductive hearing loss – caused by a blockage or barrier to the transmission of sound through the outer or middle ear.
Mixed hearing loss – combination of both conductive and sensorineural loss.
Central hearing disorder – resulting from disorder in the central auditory nervous system between the brain stem and the auditory cortex in the brain
Functional or non organic hearing loss – disorder where the person experiences a hearing loss, but no cause can be found.
Normal hearing – Students can detect all speech sounds even at a soft conversation level.
Minimal loss – Students may have difficulty hearing faint or distant speech. Peer conversation and teacher instructions presented too rapidly, particularly in noisy classrooms, are likely to result in missed information.
Mild – Students may miss up to 50% of class discussions especially if voices are soft or the environment is noisy. Students will require the use of a hearing aid or personal FM system
Moderate – Classroom conversation from 3 – 5 feet away can be understood if the structure and vocabulary is controlled. Hearing aids and/or personal FM systems are essential. Specific attention will need to be directed to language development, reading, and written language.
Moderate to severe – Without amplification students with this degree of loss can miss up to 100% of speech information. Full time use of amplification is essential. They will probably require additional help in all language based academic subjects.
Severe – Students can only hear loud noises at close distances. They require individual hearing aids, intensive auditory training and specialized instructional techniques in reading, language,and speech development.
Profound – For all practical purposes these students rely on vision rather than hearing for processing information. This student is a candidate for signing systems and specialized instructional techniques in reading, speech, and language development.
Accommodations
Students with hearing loss need to see the teacher's face all the time to speech read and to get meaning clues. Keep looking at the student.
Speak naturally. Do not over-enunciate or speak too loudly.
Look tochild's location in classroom.
Word wall with plenty of daily vocab words
Visual schedule
Visual instructions – charts with pictures, story boards
Hand's on activities
Buddy system so that student gets physical clues as to movement etc.
Learn sign language for basic classroom cues.
Allow time for child to rest from the hard work of “communicating”. Supply a private place for work and play.
Remove unnecessary noise from classroom
Language Disabilities
Language Disabilities
Definition: Language disorder – a child has difficulties with comprehension and or verbal/oral or written communication. It may or may not be a direct result of something neurological, physical or psychological in nature. A Speech disorder is when a student exhibits articulation difficulties and or impairment that can be a direct result of neurological, physical or psychological factors. Voice fluency is usually missing. Language delays include lack of understanding, comprehension and the ability to relay thoughts.
IDEA – Speech and Language impairment – communication disorder such as stuttering, impaired articulation, a language impairment or a voice impairment which adversely affects a child's educational performance.
ASLHA – an impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal and graphic symbols systems. A communication disorder may be evident in the processes of hearing, language, and/or speech.
Characteristics:
Articulation disorders – errors in the production of speech sounds, including omissions, substitutions, and distortions
Fluency disorders – difficulties with the rhythm and timing of speech including stuttering and cluttering
Voice disorders – problems with the quality or use of one's voice that results from disorders of the larynx. Including phonation disorders ( breathiness, hoarseness, huskiness and straining) and resonance disorders ( hypernasality- too many sounds and hyponasality – too few sounds) .
Phonological disorder – abnormal organization of speech production or perception. The child had the ability to make the correct sound and can do so in certain instances, but fails to make the correct sounds at other times.
Apraxia of speech – child is unable to coordinate what to say and the motor movement used to say it.
Morphological disorder – child uses fewer grammatical rules and produces more grammatical error than same-age peers.
Semantic disorders – poor vocabulary development, inappropriate use of word meanings, and or inability to comprehend word meanings.
Syntactical deficits – difficulty in acquiring the rules that govern word order and other other aspect of of grammar.
Pragmatic difficulties – problems with understanding language in different social contexts.
Central Auditory Precessing Disorder – problem in processing of sound not attributed to hearing loss or intellectual capacity.
Observable Characteristic of expressive language disorders
uses incorrect grammar or syntax
lacks specificity
frequently hesitates
jumps from topic to topic
has limited use of vocabulary
has trouble finding the right word to communicate meaning
uses social language poorly
is afraid to ask questions, does not know what questions to ask, or does not know how to ask a question
repeats same information again and again in a conversation
has difficulty discussing abstract, temporal or spatial concepts
often does not provide enough information to the listener
Observable Characteristic of receptive language disorders
does not respond to questions appropriately
cannot think abstractly or comprehend abstractions as idioms
cannot retain information presented verbally
had difficulty following oral directions
cannot detect breakdowns in communication
misses parts of material presented verbally, particularity less concrete words such as articles and auxiliary verbs and tense markers.
cannot recall sequences if ideas presents orally
may confuse the sound of letters that are similar, or reverse the order of sounds of syllables in words
has difficulty comprehending concepts showing quantity, function, comparative size, and temporal and spatial relationships
has difficulty comprehending compound and complex sentences.
Accommodations
Reduce unnecessary class room noise
be near the student, make eye contact when giving verbal instructions and ask the student to repeat the instructions
provide a private, quiet place for work/play
speak slowly and clearly
provide visual cues – hand held story boards or wall charts with words and picture
model correct speech patterns
capitalize on the student's strengths as much as possible
be patient and give time for both speaking and responding.
make silly story cards and talk together with the child about why the story is silly
speak to the student naturally and engage in ordinary conversation often.
Definition: Language disorder – a child has difficulties with comprehension and or verbal/oral or written communication. It may or may not be a direct result of something neurological, physical or psychological in nature. A Speech disorder is when a student exhibits articulation difficulties and or impairment that can be a direct result of neurological, physical or psychological factors. Voice fluency is usually missing. Language delays include lack of understanding, comprehension and the ability to relay thoughts.
IDEA – Speech and Language impairment – communication disorder such as stuttering, impaired articulation, a language impairment or a voice impairment which adversely affects a child's educational performance.
ASLHA – an impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal and graphic symbols systems. A communication disorder may be evident in the processes of hearing, language, and/or speech.
Characteristics:
Articulation disorders – errors in the production of speech sounds, including omissions, substitutions, and distortions
Fluency disorders – difficulties with the rhythm and timing of speech including stuttering and cluttering
Voice disorders – problems with the quality or use of one's voice that results from disorders of the larynx. Including phonation disorders ( breathiness, hoarseness, huskiness and straining) and resonance disorders ( hypernasality- too many sounds and hyponasality – too few sounds) .
Phonological disorder – abnormal organization of speech production or perception. The child had the ability to make the correct sound and can do so in certain instances, but fails to make the correct sounds at other times.
Apraxia of speech – child is unable to coordinate what to say and the motor movement used to say it.
Morphological disorder – child uses fewer grammatical rules and produces more grammatical error than same-age peers.
Semantic disorders – poor vocabulary development, inappropriate use of word meanings, and or inability to comprehend word meanings.
Syntactical deficits – difficulty in acquiring the rules that govern word order and other other aspect of of grammar.
Pragmatic difficulties – problems with understanding language in different social contexts.
Central Auditory Precessing Disorder – problem in processing of sound not attributed to hearing loss or intellectual capacity.
Observable Characteristic of expressive language disorders
uses incorrect grammar or syntax
lacks specificity
frequently hesitates
jumps from topic to topic
has limited use of vocabulary
has trouble finding the right word to communicate meaning
uses social language poorly
is afraid to ask questions, does not know what questions to ask, or does not know how to ask a question
repeats same information again and again in a conversation
has difficulty discussing abstract, temporal or spatial concepts
often does not provide enough information to the listener
Observable Characteristic of receptive language disorders
does not respond to questions appropriately
cannot think abstractly or comprehend abstractions as idioms
cannot retain information presented verbally
had difficulty following oral directions
cannot detect breakdowns in communication
misses parts of material presented verbally, particularity less concrete words such as articles and auxiliary verbs and tense markers.
cannot recall sequences if ideas presents orally
may confuse the sound of letters that are similar, or reverse the order of sounds of syllables in words
has difficulty comprehending concepts showing quantity, function, comparative size, and temporal and spatial relationships
has difficulty comprehending compound and complex sentences.
Accommodations
Reduce unnecessary class room noise
be near the student, make eye contact when giving verbal instructions and ask the student to repeat the instructions
provide a private, quiet place for work/play
speak slowly and clearly
provide visual cues – hand held story boards or wall charts with words and picture
model correct speech patterns
capitalize on the student's strengths as much as possible
be patient and give time for both speaking and responding.
make silly story cards and talk together with the child about why the story is silly
speak to the student naturally and engage in ordinary conversation often.
Behavior Disordered or Emotionally disabled
Behavior Disordered or Emotionally disabled
Definition: A disability that is characterized by behavioral or emotional responses in school programs so different from appropriate age, cultural or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational and personal skills: is more than a temporary, expected response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school-related: and unresponsive to direct interventions applied in general education, or the condition of the child is such that general education interventions would be insufficient.
Characteristics:
Conduct disorder – physical aggression, difficulty in controlling anger, open disobedience and oppositionality
Socialized aggression – display Conduct disorders in the company of others and may include stealing, substance abuse, truancy, gang member ship and lying.
Attention problems/immaturity - short attention span, diminished concentration, distractability, impulsivity, passivity, undependability, childishness
Anxiety/Withdrawal – poor self-confidence and poor self-esteem, hypersensitivity to criticism and rejection, generalized fearfulness and anxiety, fear of failure
Psychotic behavior – speech disturbance, bizarre ideation, delusions, and impaired realty testing
Motor tension excess – restlessness, tension,
Typically score in the low-average range in measures of intelligence
30-50% also have learning disabilities
Difficulty in building and maintaining satisfactory relationships with peers and adults.
Accommodations:
Stick to the schedule and post the schedule on the wall
Create a structured classroom – use visual cues such as labeling, centers, dividers, private areas, direct supervision
Transition management – keep transitions to a minimum and keep them safe and structured. Keep student in positive peer group or by teacher during lines, lunch room and recess
Model and role play positive peer interactions
Catch the student being good
Have a meaningful token economic system for the child
Keep the rules of the classroom fair, applicable to all, enforced and consistent
Keep instructions clear and simple.
Keep the classroom safe and free from bullies, harassment and teasing
Keep communication line open with family
Definition: A disability that is characterized by behavioral or emotional responses in school programs so different from appropriate age, cultural or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational and personal skills: is more than a temporary, expected response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school-related: and unresponsive to direct interventions applied in general education, or the condition of the child is such that general education interventions would be insufficient.
Characteristics:
Conduct disorder – physical aggression, difficulty in controlling anger, open disobedience and oppositionality
Socialized aggression – display Conduct disorders in the company of others and may include stealing, substance abuse, truancy, gang member ship and lying.
Attention problems/immaturity - short attention span, diminished concentration, distractability, impulsivity, passivity, undependability, childishness
Anxiety/Withdrawal – poor self-confidence and poor self-esteem, hypersensitivity to criticism and rejection, generalized fearfulness and anxiety, fear of failure
Psychotic behavior – speech disturbance, bizarre ideation, delusions, and impaired realty testing
Motor tension excess – restlessness, tension,
Typically score in the low-average range in measures of intelligence
30-50% also have learning disabilities
Difficulty in building and maintaining satisfactory relationships with peers and adults.
Accommodations:
Stick to the schedule and post the schedule on the wall
Create a structured classroom – use visual cues such as labeling, centers, dividers, private areas, direct supervision
Transition management – keep transitions to a minimum and keep them safe and structured. Keep student in positive peer group or by teacher during lines, lunch room and recess
Model and role play positive peer interactions
Catch the student being good
Have a meaningful token economic system for the child
Keep the rules of the classroom fair, applicable to all, enforced and consistent
Keep instructions clear and simple.
Keep the classroom safe and free from bullies, harassment and teasing
Keep communication line open with family
Gifted
Gifted
Definition: Students, children or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities
Characteristics:
General intellectual ability:
formulates abstractions
processes information in complex way
observant
excited about new ideas
curious
learns rapidly
large vocabulary
self-starter
Specific academic ability:
good memorization ability
advanced comprehension
acquires basic-skills knowledge quickly
high academic success in special-interest area
pursues special interests with enthusiasm and vigor
Creative thinking:
independent thinker
exhibits original thinking in oral and written expression
comes up with several solutions to problem
sense of humor
creates and invents
challenged by creative tasks
Leadership:
assumes responsibility
high expectations for self and for others
fluent, concise self-expression
foresees consequences and implications of decisions
good judgment in decision making
well-liked by peers
self-confident
organized
Visual/performing arts
outstanding spatial relationships
unusual ability for expressing self feelings in art, dance, drama, music
good motor coordination
observant
desire for producing own product, not copying
Accommodations
Provide learning centers where children can pace their own learning
Create a room environment that encourages creativity and discovery
Get to know the gifted child and find out what his interests are. Make sure you have material to enhance his experience.
Create scenarios in which problem-solving skills are encouraged
Ask “why” and “how”a lot
Have plenty of books on hand, many of which are deeper in content or pictures or words
Have alternate activities available if skill is already attained.
Provide an adult mentor who shares similar interests
Definition: Students, children or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities
Characteristics:
General intellectual ability:
formulates abstractions
processes information in complex way
observant
excited about new ideas
curious
learns rapidly
large vocabulary
self-starter
Specific academic ability:
good memorization ability
advanced comprehension
acquires basic-skills knowledge quickly
high academic success in special-interest area
pursues special interests with enthusiasm and vigor
Creative thinking:
independent thinker
exhibits original thinking in oral and written expression
comes up with several solutions to problem
sense of humor
creates and invents
challenged by creative tasks
Leadership:
assumes responsibility
high expectations for self and for others
fluent, concise self-expression
foresees consequences and implications of decisions
good judgment in decision making
well-liked by peers
self-confident
organized
Visual/performing arts
outstanding spatial relationships
unusual ability for expressing self feelings in art, dance, drama, music
good motor coordination
observant
desire for producing own product, not copying
Accommodations
Provide learning centers where children can pace their own learning
Create a room environment that encourages creativity and discovery
Get to know the gifted child and find out what his interests are. Make sure you have material to enhance his experience.
Create scenarios in which problem-solving skills are encouraged
Ask “why” and “how”a lot
Have plenty of books on hand, many of which are deeper in content or pictures or words
Have alternate activities available if skill is already attained.
Provide an adult mentor who shares similar interests
Learning Disabled
Learning Disabled
Definition: A diverse group of individuals who, despite normal intelligence, fail to learn as easily and efficiently as their classmates and peers. There is a discrepancy between the student's academic performance and his estimated potential. A learning disability cannot be due primarily to sensory impairments, mental retardation, emotional problems or environmental, cultural or economic disadvantage.
Characteristics
Gross and Fine Motor skills issues such as poor eye-hand coordination, poor handwriting, difficulty in using precision tools such as scissors
Language issues such as delay, difficulty in retelling a story, vague language with fillers, rhyming
Limited interest in books or stories
Difficulty understanding instructions
Reading issues such as confusion of similar looking letters, poor memory of printed words, slow reading, poor retention of new vocabulary
Written language issues such as delays, reversed letters and numbers, poor spelling, expresses written ideas in disorganized ways
Math issues such as difficulty with one-to-one correspondence, learning and memorizing basic facts, difficulty in comparisons, time telling, calculations
Social/emotional issues such as poor response to teasing, peer interaction, expression of feelings
Attention issues, such as difficulty in maintaining attention, follow through, organization, daily routine
Has difficulty listening and taking notes at the same time
Inconsistent performance
Difficulty in generalizing skills from one situation to another
Accommodations
Have student repeat directions back to teacher to show comprehension
Maintain daily routines in classroom, provide secure structure, have visual chart for schedule
Provide student with visual cues for organization
Use multi-sensory activities
Use rhymes, poetry and repetition to help improve memory and vocabulary
Provide a private area for distraction-free play/work time
Role play appropriate peer interaction
Allow for frequent breaks or change of activities
Definition: A diverse group of individuals who, despite normal intelligence, fail to learn as easily and efficiently as their classmates and peers. There is a discrepancy between the student's academic performance and his estimated potential. A learning disability cannot be due primarily to sensory impairments, mental retardation, emotional problems or environmental, cultural or economic disadvantage.
Characteristics
Gross and Fine Motor skills issues such as poor eye-hand coordination, poor handwriting, difficulty in using precision tools such as scissors
Language issues such as delay, difficulty in retelling a story, vague language with fillers, rhyming
Limited interest in books or stories
Difficulty understanding instructions
Reading issues such as confusion of similar looking letters, poor memory of printed words, slow reading, poor retention of new vocabulary
Written language issues such as delays, reversed letters and numbers, poor spelling, expresses written ideas in disorganized ways
Math issues such as difficulty with one-to-one correspondence, learning and memorizing basic facts, difficulty in comparisons, time telling, calculations
Social/emotional issues such as poor response to teasing, peer interaction, expression of feelings
Attention issues, such as difficulty in maintaining attention, follow through, organization, daily routine
Has difficulty listening and taking notes at the same time
Inconsistent performance
Difficulty in generalizing skills from one situation to another
Accommodations
Have student repeat directions back to teacher to show comprehension
Maintain daily routines in classroom, provide secure structure, have visual chart for schedule
Provide student with visual cues for organization
Use multi-sensory activities
Use rhymes, poetry and repetition to help improve memory and vocabulary
Provide a private area for distraction-free play/work time
Role play appropriate peer interaction
Allow for frequent breaks or change of activities
Mentally Disabled or Cognitively Delayed
Mentally Disabled or Cognitively Delayed:
Definition: This disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originates before age 18.
Characteristics:
Difficulty in focusing and attending to relevant stimuli
Memory problems
Doubts own abilities due to past failures – external locus of control
Learned helplessness
Reliance on others for cues and guidance - Outer-directedness
Poor interpersonal skills, socially inappropriate behaviors
Academic performance: deficiency is seen in all areas, but, generally, reading is weakest.
Difficulty in generalizing knowledge – transferring knowledge gained in one area to another
May have problems with hearing, sight or speech
Impaired cognitive functioning (IQ below 70-75)
Significant limitations exist in two or more adaptive skill areas
Physical and emotional problems such as depression
Accommodation strategies
Student is within close proximity to teacher or teacher's aide during instruction
Have a “private” place available for distraction-free reading or small motor work
Always present oral instructions coupled with visual instructions – such as a story board or visual chart
Allow additional time for special needs student to adapt to situation
Provide learning experiences that are multi-sensory
Modify or shorten task to insure success
Provide opportunities for cooperative learning
Allow for short attention span
Use meaningful positive reinforcement
Definition: This disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originates before age 18.
Characteristics:
Difficulty in focusing and attending to relevant stimuli
Memory problems
Doubts own abilities due to past failures – external locus of control
Learned helplessness
Reliance on others for cues and guidance - Outer-directedness
Poor interpersonal skills, socially inappropriate behaviors
Academic performance: deficiency is seen in all areas, but, generally, reading is weakest.
Difficulty in generalizing knowledge – transferring knowledge gained in one area to another
May have problems with hearing, sight or speech
Impaired cognitive functioning (IQ below 70-75)
Significant limitations exist in two or more adaptive skill areas
Physical and emotional problems such as depression
Accommodation strategies
Student is within close proximity to teacher or teacher's aide during instruction
Have a “private” place available for distraction-free reading or small motor work
Always present oral instructions coupled with visual instructions – such as a story board or visual chart
Allow additional time for special needs student to adapt to situation
Provide learning experiences that are multi-sensory
Modify or shorten task to insure success
Provide opportunities for cooperative learning
Allow for short attention span
Use meaningful positive reinforcement
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