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:
