1. HEARING IMPAIRMENT
1.1. Interventions
1.1.1. Pull-out ASL classes
1.1.2. a
1.2. Accomodations
1.2.1. Teacher Microphone
1.2.2. ASL translator
1.2.3. Written Instructions
1.3. Assisitive Technology
1.3.1. cochlear implants
1.3.2. Hearing Assistive Technology
1.3.3. Live Captioning
1.4. when the student has hearing challenges that affect their learning, but they are not completely deaf
2. INTELLECTUAL DISABILITY
2.1. Interventions
2.1.1. Provide shorter or simpler texts on a subject
2.2. Accomodations
2.2.1. Explain with short, simple sentences
2.2.2. Repeat instructions
2.2.3. Reteach, review as needed
2.2.4. Give student a signal to use to ask for help
2.2.5. Allow student to move during instruction
2.3. Assisitive Technology
2.3.1. Picture Exchange Communication System (PECS)
2.3.2. Visual Organizers
2.4. "…means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance."
2.4.1. "(Editor’s Note, February 2011: “Intellectual Disability” is a new term in IDEA. Until October 2010, the law used the term “mental retardation.” In October 2010, Rosa’s Law was signed into law by President Obama. Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition of the term itself did not change and is what has just been shown above."
3. MULTIPLE DISABILITIES
3.1. Interventions
3.1.1. Appropriate combinations of interventions and accommodations for separate disabilities, unless one disability, or the combined affect makes the student unable to follow SPED programs meant for a singular impairment.
3.2. Accomodations
3.2.1. peer tutoring
3.2.2. Combine accomodations from the individual abilities, with special attention to assessment of what works and how the disabilities combine to create challenges.
3.3. Assisitive Technology
3.3.1. Visual Assistant
3.4. A wide range of capabilities fall under this heading. Disabilities combine to create greater challenges needing further accomodation.
4. OTHER HEALTH IMPAIRMENT
4.1. Interventions
4.1.1. flexible attendance schedule
4.2. Accomodations
4.2.1. audio/videos of classes
4.2.2. flexible deadlines
4.2.3. Thematic teaching
4.3. Assisitive Technology
4.3.1. Inclusive School Desk Project
4.3.2. Visual Organizer
4.3.3. Student can write down concepts on index cards and use them as memory tools later on.
4.4. "means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—
4.5. health impairments
4.5.1. asthma
4.5.2. attention deficit disorder
4.5.3. attention deficit hyperactivity disorder
4.5.4. diabetes
4.5.5. epilepsy
4.5.6. heart condition
4.5.7. hemophilia
4.5.8. lead poisoning
4.5.9. leukemia
4.5.10. nephritis
4.5.11. rheumatic fever
4.5.12. sickle cell anemia
4.5.13. Tourette syndrome
5. SPEECH AND LEARNING IMPAIRMENT
5.1. Interventions
5.1.1. Speech Therapy
5.1.2. Modify Length of assignments
5.2. Accomodations
5.2.1. Submit written instead of oral assignments
5.2.2. Minimize classroom noise and distractions
5.2.3. Private location for testing
5.2.4. Provide copy of class notes
5.3. Assisitive Technology
5.3.1. ArttikPix
5.3.2. Lingua Pix
5.3.3. Augmented and Alternative Communication Tools
5.4. "a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance"
6. SPECIFIC LEARNING DISABILITY
6.1. Interventions
6.1.1. Grade on Content, not mexhanics.
6.1.2. Don't grade spelling tests
6.2. Accomodations
6.2.1. Don't have them write on the board
6.2.2. Provide a peer notetaker
6.3. Assisitive Technology
6.3.1. Highlighter
6.3.2. Calculator
6.3.3. Index Card to Follow Line of Text
6.3.4. Speech to Text software
6.3.5. Print to Speech software
6.3.6. Livescribe Smart Pen
6.4. categories:
6.4.1. dyslexia
6.4.1.1. when the brain has trouble recognizing certain symbols, especially affecting reading
6.4.2. dysgraphia
6.4.2.1. a learning disability affecting writing, both in the motor skills and the coherency
6.4.3. dyscalculia
6.4.3.1. a learning disability sometimes affecting visual-spacial processing, and the ability to do math
6.5. "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. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."
7. TRAUMATIC BRAIN INJURY
7.1. Interventions
7.1.1. Reduce quantity of work--work on quality instead
7.2. Accomodations
7.2.1. Allow additional time on assignments
7.2.2. Provide both oral and written instructions
7.2.3. Break up longer tests and assignments
7.2.4. Provide outline or study guide
7.3. Assisitive Technology
7.3.1. Twitter!
7.4. when trauma to the head causes "impairments in 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"
8. Accommodations can fall into six categories. One can look at each student's individual situation and see which accommodations and interventions will assist their learning journey.
8.1. Presentation
8.2. Response
8.3. Setting
8.4. Timing
8.5. Test Scheduling
8.6. Other
9. By Margaret Sutrov
9.1. Module 2, Unit 3, Activity 4: Mindmap of Remediation Process
10. AUTISM
10.1. Interventions
10.1.1. Speech and language therapy
10.1.2. Cognitive behavioral therapy "The key ingredient of CBT, which distinguishes it from regular behavior therapy, is working on this change in cognition or how thinking is processed. Therapists seek to reduce challenging behaviors, such as interruptions, obsessions, meltdowns or angry outbursts, while also teaching individuals how to become familiar with and manage certain feelings that may arise."
10.2. Accomodations
10.2.1. Parent/caregiver training
10.2.2. Applied Behavioral Analysis "Skills are broken down into manageable pieces and built upon so that a child learns how to learn in a natural environment. Facilitated play with peers is often part of the intervention."
10.3. Assisitive Technology
10.3.1. Tap To Talk
10.3.1.1. "My son is three years old and after months of using my laptop and Android phone to play games, we decided to get him an iPad. Best. Decision. Ever. Yes, it was expensive but well worth the money – in just two weeks, my son is communicating for the first time with Tap To Talk. He is playing games he never had patience/focus/attention for before like match games and puzzles. He has to ask permission to watch videos now"
10.3.2. Tablets, Smartphones, and other devices allow children to communicate and interact in a format that works for them.
10.4. A Spectrum of disability affecting verbal and nonverbal communication, repetitive movements and sensory sensitivity
11. DEAF/BLINDNESS
11.1. Accomodations
11.1.1. Experienced-Based Instruction
11.1.2. Visual or Tactual American Sign Language Interepreter
11.1.3. Consistent structure to classes
11.1.4. Captioning
11.2. Assisitive Technology
11.2.1. Assistive Listening Devices (ALDs)
11.2.2. Reading Machines
11.2.3. Braile
11.2.4. HIMS Chat, HIMS Braile Notetaker
11.2.5. Calendar Systems
11.2.5.1. "Using a calendar program with a child: – provides emotional support and power – enhances the development of communication skills – Provides a form, function, and a social means – teaches abstract time concepts and vocabulary • It provides the child the security of knowing what is going to happen next. Because of the sensory loss the child experiences, he/she may miss natural cues related to future events. • It gives the child things to anticipate Looking It gives the child things to anticipate. Looking forward to a fun event can lift the child's spirits and help him stay connected with the world outside himself. "
11.3. Interventions
11.3.1. Learn ASL, communicate with tactile ASL
11.4. a multiple disability based on a lack or low level of sensory ability in seeing and hearing.
12. DEAFNESS
12.1. Interventions
12.1.1. Learn American Sign Language
12.1.2. a
12.2. Accomodations
12.2.1. Provide handouts instead of taking notes
12.2.2. Stand in one place while talking, and don't write on board while talking
12.2.3. Get student's attention before talking
12.3. Assisitive Technology
12.3.1. hearing aids, amplifiers
12.3.2. iCommunicator--provides speech-to-text and sign language in real time
12.3.3. Closed captioning, real-time captioning
12.4. "means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance."
13. DEVELOPMENTAL DELAY
13.1. Interventions
13.1.1. Speech and Language Therapy
13.1.2. Occupational Therapy
13.1.3. Physical Therapy
13.2. Accomodations
13.2.1. additional time on lessons and assignments
13.2.2. review and reteaching
13.3. Assisitive Technology
13.3.1. My Li'l Reminder
13.3.2. BrainAid
13.3.3. Write Outloud
13.4. "a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development"
14. EMOTIONAL DISTURBANCE
14.1. Accomodations
14.1.1. Break down assignments into smaller ones
14.1.2. Alternate low and high interest activities
14.1.3. Help orient student with short review sessions or readiness activities
14.1.4. Time management reminders
14.1.5. Visual cues on desk for transitions, next steps
14.2. Interventions
14.3. Assisitive Technology
14.3.1. a timer
14.3.2. Educreations: Allows for reteaching or reviewing lessons later
14.3.3. Livebinder: allows for controlled web use and learning at own time.
14.4. a condition where the student's emotional state over a long period of time continues to keep the student from learning
14.4.1. "An inability to learn that cannot be explained by intellectual, sensory, or health factors.
14.4.2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
14.4.3. Inappropriate types of behavior or feelings under normal circumstances.
14.4.4. A general pervasive mood of unhappiness or depression.
14.4.5. A tendency to develop physical symptoms or fears associated with personal or school problems."
15. ORTHOPEDIC IMPAIRMENT
15.1. Interventions
15.1.1. physical therapists
15.1.2. occupational therapists
15.1.3. speech pathologists
15.2. Accomodations
15.2.1. Extra time to get to classes
15.2.2. Adjustments to seating, class location, computer stations
15.2.3. Extra time on timed activities
15.2.4. sit closer to front
15.3. Assisitive Technology
15.3.1. screen reading software
15.3.2. speech recognition software
15.3.3. wheelchairs, crutches, and other mobility tools
15.4. An orthopedic impairment caused by a congenital anomaly or disease.
16. VISUAL IMPAIRMENT, INCLUDING BLINDNESS
16.1. Accomodations
16.1.1. Extra time on timed activities
16.1.2. sit closer to front
16.1.3. Objects rather than images
16.1.4. Explicit directions: "Pass your papers to the right" instead of "Over here."
16.1.5. Worksheet instead of copying off of board
16.2. Assisitive Technology
16.2.1. tactile overlay for iPad
16.2.2. Braile
16.2.3. Large print books
16.2.4. Audio Books (suggested for later years after literacy developed)