Thursday, April 14, 2016

Reflection

Many of the disabilities we read about in our text I have heard about and was familiar with, however there were some I only knew the basics. This course allowed me to learn more in depth information about these disabilities that I did not know about previously. The most interesting part was learning about the different needs each individual disability require in order to function and show success in the classroom. Understanding the needs these individuals entail made me better understand their disability. I also enjoyed looking at the many different types of assistive technology devices that could be useful toward the different disabilities discussed. Some of the assistive technology devices I had learned about previously, in which I was able to relate the posts to one another, but some I found new AT devices that I never heard about before. There are so many amazing devices out there that truly assist the student to perform successfully in and out of the classroom! This course has allowed me to open my eyes at the many struggles individuals with disabilities go through every single day. Simple tasks to us, can be major challenges for others. That is why I feel special education teachers have the most rewarding job. We get to see the "small" differences each day and get to watch our students grow. Special education teachers are remarkable individuals who truly want their students to achieve their goals and succeed in the classroom and beyond! I'm proud to be making a difference in the lives of young children and this course has made me appreciate the field even more!

Thank you for embarking on this journey with me!

Now, I have some questions for you...
  1. What is something new that you learned?
  2. Have you used any of the AT devices that I had mentioned? Which ones? Were they effective?
  3. Which AT device made you most interested in using in your classroom? Why?

Monday, April 4, 2016

Physical/Health Impairments

Physical disabilities are related to a physical deformity or impairment of the skeletal system and associated motor function; physical impairments; and orthopedic impairments. Health disabilities are defined as chronic or acute health problems resulting in limited strength, vitality, or alertness; other health impairments.
General Characteristics:
"Characteristics of students with physical and health disabilities are as unique to the individuals as the conditions that created their special needs." (page 309)
(The text book discusses three of the more common, though still low-incidence, conditions seen at school - epilepsy, cerebral palsy, and sickle cell anemia) 
Strengths & Abilities:
Individuals with physical or health impairments have unique strengths and abilities and can not be generalized. With intervention and support, these individuals can excel in school, make friendships and be active in the community (ex. playing sports!).
Needs: (page. 313 & page 321)
  • Close monitoring 
  • Plan for peers to bring assignments home and explain them when student is absent
  • Makeup work to stay current with assignments in hospital 
  • To have a water bottle at desk and frequent bathroom breaks
  • Rest periods
  • Safe and sterilized classroom and school environments
  • Extended time
  • Flexible due dates
  • Instructional accommodations in testing
  • Scheduling and setting accommodations
  • Directions and items read to student 
  • Special or adapted pencils
  • Book holders
  • Page turners
  • Safe and secure space to store AT devices
  • Classroom with universal design features
Examples of Assistive Technology:
  1. Adapted Keyboard
  2. Book Holders - keep books at the correct level to see print on page
Resources:

Speech and Language Impairments

The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows:
“(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”
General Characteristics:
"Children with speech and language impairments are a large and diverse group of learners. Some have speech disorders, many have language disorders, some have both speech and language disorders, and still others have coexisting disabilities (e.g., learning disabilities and language disorders)" (page. 127).
 Strengths & Abilities:
  • Individuals with speech and language impairments are very different from one another and have many unique strengths and abilities. With intervention, students can overcome their difficulties and do well in school.
Needs:
  • Classrooms with interesting materials and high-interest activities
  • Oral communication (group activities)
  • Reasons to talk
  • Modeling from teacher on correct language
  • Wait time for student who may be experiencing word retrieval difficulties
  • Directions rephrased
  • Physical cues from teacher
  • Chances to ask questions when confused
Examples of Assistive Technology: (page. 147 of our text has a whole section about technology devices that can help individuals with speech or language impairments communicate more effectively at school & in the community)
  1. Augmentative and alternative communication (AAC) devices provide different means for individuals with speech or language impairments to interact and communicate with others. Here is my post about AAC devices and a video of a girl using one at Walmart!  
     2. Communication board - low tech assistive technology device that display pictures or words that the individual can point to in order to communicate.
Resources:

Deaf and Hard of Hearing

Being deaf is defined as having a profound hearing loss. Hard of hearing is defined as hearing loss that impair understanding of sounds and communication.
General Characteristics:
"It's hard to generalize about students with hearing loss. They are all individuals with different learning styles and abilities, but they do share one characteristic: their ability to hear is limited." (page 339)
Strengths & Abilities:
  • Better at processing peripheral vision and motion
  • Brain rewires to compensate for lack of hearing (other senses become heightened) 
  • Individuals who are deaf or hard of hearing are typically able to live a completely normal life. Their unique strengths and abilities can differ from individual to individual. With early intervention, students who are deaf and hard of hearing are able to excel in school and beyond.
Needs: (page. 356)
  • Teacher to articulate clearly and somewhat slowly
  • Teacher to repeat information by paraphrasing
  • To be addressed directly & by first name first, before asking a question
  • Peer buddy/note taker
  •  Reduction of classroom's background noise
  • Reminders to check batteries for technology and assistive listening devices daily
  • Handouts to support information from lectures, guest speakers, field trips, and instructional media
Examples of Assistive Technology:

  1. Click Here to read about my post on HATS (Hearing Assistive Technology Systems)
  2. Visual signs (click here to read more)
Resources:

Cultural and Linguistic Diversity

Students who come from backgrounds different from American mainstream society are thought of as, culturally diverse. Individuals whose home language or native language is other than English are referred to as linguistically diverse.

General Characteristics:
  • "CLD students are distinctive in many ways. Many of their unique qualities are not the result of personality or behavioral traits but rather are attributes that are reflective of a language or culture that is different from that of America's mainstream. These students are often confusing to educators, who sometimes mistakenly misinterpret a difference as a disability or a problem. Instead, teachers should understand that a difference can be considered a strength and might best be addressed through a chance in teaching approach or an accommodation." (page 78)
Strengths & Abilities:
  • Can speak multiple languages
  • Can bring new ideas and perspectives due to their diverse background
Needs:
  • Recognize their own cultural beliefs and assumptions
  • Genuinely respectful and caring relationships 
  • The teacher to actively learn about the student's cultural backgrounds and use that knowledge in the classroom
  • Culturally appropriate classroom management strategies (Clearly define expectations, focus on positive behavior, deal with inappropriate behavior immediately)
  • Caring classroom community 
  • Provide text and questions in both English and native language
  • Acceptance of answers in either language
  • Translate directions
  • Extra time to take tests
  • Short breaks
Examples of Assistive Technology:
1. YakiToMe: this website has a free text-to-speech delivery. Students simply type or copy a passage of a text and it converts it to audio.
 2. Let's Go: This software was created for children beginning their English study. It "combines a carefully controlled grammatical syllabus with functional dialogues, alphabet and phonics work, reading skills development, listening tests, question and answer forms, pairwork exercises, and communicative games." 
Resources:

Thursday, March 24, 2016

Autism Spectrum Disorders

Autism is a complex neurobehavioral disorder that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors.
General Characteristics:
  • Little to no eye contact
  • Peer play is rarely observed
  • Emotions are rarely displayed
  • Utterances are stereotypic and repetitive 
  • Conversations are not maintained
  • Many fail to use words 
  • Marked distress is typically experienced over trivial or minor changes in the environment
  • Daily routines can become ritualized
  • Obsessive and compulsive behavior is frequently displayed 
  • Rocking, hand-flapping are repeated in cycles difficult to stop
  • Aggression towards others
  • Self-injurious behavior
  • Loud sounds can result in fearful reactions
Strengths:
  • Rote memory
  • Remember information for long periods of time
  • Visual learning and thinking style
  • Concrete and literal activities
  • Ability to learn in detail and in 'chunks'
Abilities:
  • Use visual information meaningfully
  • Pay attention to small details and keep up attention, when motivated
  • Learn language in chunks (echolalia) by echoing and mimicking words or phrases
Needs: (found on pages 420-422)
  • Focusing on the discrete elements of the task being taught
  • Guided practice and reinforcing each step of a skill
  • Providing opportunities to interact with peers and rewarding when they do so
  • A schedule for their day
  • Structure and routine - avoid surprises
  • Direct statements
  • Feedback about the appropriateness of responses
  • Tasks that the individual can perform
  • Verbal communication with illustrations or pictures
Examples of Assistive Technology:
  1. iPads (here is a post about some Apps that children with Autism can use to help them throughout the day)
  2. Picture schedules (click here to read my post!)
Resources:

Gifted and Talented

Gifted or talented describes individuals with high levels of intelligence, creativity, outstanding abilities, and capacity for high performance.
General Characteristics: (pg. 468)
  • Intellectual ability
  • Specific academic apitude
  • Creative or productive thinking
  • Leadership ability
  • Visual and performing arts
Strengths:
  • Excels in certain areas of subject matter
  • Talented in the arts 
  • Excellent memory
  • Large vocabulary
Abilities:
  • Retains information quickly
  • Intrinsic motivation
  • High energy and alertness
  • Creative
  • Seeks to organize
  • Seeks cause and effect
Needs:
  • Accommodations through technology.
  • Access to enriched curriculum in education.
  • Accommodations on tests.
  • Opportunities to interact with other peers.
  • Curriculum that incorporates the theory of multiple intelligences. 
  • Opportunities for students to talk about stress and emotional difficulties. 
  • Role models and mentors who are also gifted and have learning disabilities.
Examples of Assistive Technology:
  1. Massive open online courses ( MOOC’s ) such as edX can allow students to begin experimenting with and engaging in college level coursework while still in high school.
  2.  Virtual thematic unit are great to integrate abstract complex ideas into the curriculum. (atozteacherstuff.com/themes)
Resources: