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...
What is something new that you learned?
Have you used any of the AT devices that I had mentioned? Which ones? Were they effective?
Which AT device made you most interested in using in your classroom? Why?
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
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)
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:
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:
Click Here to read about my post on HATS (Hearing Assistive Technology Systems)
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:
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:
iPads (here is a post about some Apps that children with Autism can use to help them throughout the day)
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:
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.
Virtual thematic unit are great to integrate abstract complex ideas into the curriculum. (atozteacherstuff.com/themes)
Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. General Characteristics: *characteristics are unique to each individual*
Problems with cognition
Problems with adaptive behavior
A need for supports to sustain independence
Strengths & Abilities:
Each individual has unique strengths and abilities and cannot be generalized. Needs:
Natural supports - individuals own resources, family, friends, and neighbors.
Nonpaid supports - ordinary neighborhood and community (ex. clubs, recreational leagues)
Generic supports - services as public transportation and states' human services systems.
Specialized supports - disability-specific, such as human services delivered to families.
IDEA defines emotional disturbance as follows:
“…a condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely affects
a child’s educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.” General Characteristics:
The National Institute of Mental Health defines ADHD as, a brain disorder marked by an ongoing pattern of inattention and/or
hyperactivity-impulsivity that interferes with functioning or
development.
General Characteristics:
inattention
doesn't pay attention to detail
careless mistakes
trouble focusing
appears to not be listening when spoken to
trouble staying organized
gets bored before a task is completed
hyperactivity
constantly fidgets and squirms
moves around constantly
often leaves seat in situations where sitting is expected
talks excessively
may have a quick temper
impulsivity
acts without thinking
blurts out answers
often interrupts others
guesses rather than taking time to solve a problem
Strengths & Abilities:
Creativity
Flexibility
Enthusiasm and spontaneity
Energy and drive
Quick thinking
Needs:(Found in Chapter 6 on page 215 of text)
Extended time for completion of assignments.
Break instructional sequences or academic tasks into smaller segments to help maintain attention.
Frequent, yet shorter, study periods.
Timers for specific tasks to help student focus.
Read directions to students to help them refocus.
Use computer word processing programs to assist with writing activities.
Pointers and tracking devices to help students track text on a page.
Extended time for test taking.
Examples of Assistive Technology:
Electronic touch tablet (click here for my blog post)
Portable word processor (click here for my blog post)
Individuals with Disabilities Education Act (IDEA) includes a definition of “specific learning disability” —as follows:
(10)Specific learning disability —(i) General. Specific learning disability
means a disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written, that
may manifest itself in the imperfect ability to listen, think, speak,
read, write, spell, or to do mathematical calculations, including
conditions such as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia.
General Characteristics:*Not all students will exhibit these characteristics*
academic problems
disorders of attention
poor motor abilities
psychological process deficits and information-processing problems
lack of cognitive strategies needed for efficient learning
oral language difficulties
reading difficulties
written language problems
mathematical disorders
social skill deficits
Strengths and Abilities:
Learning disabilities areheterogeneous group which means they are a diverse group of individual. These children exhibit potential difficulties in many different areas. One child could have difficulty in reading but do very well in math, while another child could be the complete opposite. It's hard to write down strength and abilities because they greatly vary from individual to individual.
Needs: (Found in Chapter 5 page 180 of text)
Help students develop organization skills.
Establish set of rules for academic and social activities and tasks.
Individualize instruction; be sure the reading level is appropriate.
Begin lessons with advance organizers.
Supplement oral and written assignments with learning aids (computers).
E-textbooks
Modify tests, allowing the student to take more time or complete the test in a different way (listen to a tape of the test).
Etc.
2 Examples of Assistive Technoloy:
Abbreviation Expanders - use with word processing, these software programs allow a user to create,
store, and re-use abbreviations for frequently-used words or phrases.
This can save the user keystrokes and ensure proper spelling of words
and phrases he has coded as abbreviations.
Audio books - Recorded books allow users to listen to text and are available in a
variety of formats, such as audiocassettes, CDs, and MP3 downloads.
Special playback units allow users to and search and bookmark pages and
chapters. Subscription services offer extensive electronic library
collections. (I actually have a whole blog post dedicated to audio books which you can find here)
Welcome to my blog! On this blog I will be talking about many different disabilities and discussing their characteristics, strengths, abilities, and needs. I will also be providing examples of assistive technology that would support the needs of students with the particular disabilitiy. I hope you find my blog posts informative and can maybe use some of the examples of AT in your own classroom!
