1. Development Delay
1.1. A delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development from birth through till 9 years of age.
1.1.1. Strategies: Manipulatives to improve motor skills Chunking tasks Visual Aids with text Family Counseling Nursing services Nutrition monitoring Psychological services
1.1.1.1. Assistive Technology VoiceDream: Text-to-speech to aid in reading. StoryVisualizer: Creates storybooks for students using their words and images.
2. Emotional Disturbance
2.1. Megan
2.2. "A condition exhibiting one or more of the characteristics that affect academic 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.”
2.2.1. Specific Emotional Disturbances: Anxiety disorders Bipolar disorder Conduct disorder Eating disorders Obsessive-compulsive disorder Psychotic disorders schizophrenia and selective mutism are also categorized as an emotional disturbance
2.2.1.1. Strategies: Focus on strengths as much as weaknesses. Prioritize problem behaviors that will be the focus for change. Have a mentor to develop a trusting relationship through non threatening interventions. Build social skills CBT Counselling to change thought patterns that will affect change in behavior.
2.2.1.1.1. Assisstive Technology The Talklight - it's light flashes according to noise in the room and can help students settle down or transition to another activity. iPod or a music player can be used to calm students in a non distracting manner. Online graphic organizers are highly useful to plan or monitor tought/behavior patterns
3. Intellectual Disability
3.1. Refers to significantly sub-average general intellectual functioning, existing simultaneously with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
3.1.1. Strategies: Be as concrete as possible: Demonstrate information visually as well as through manipulatives. Break longer, new tasks into small steps and provide assistance through out. Provide modifications to task depending on appropriate learning goals. Enable cooperative learning Teach the student adaptive life and social skills. Transition planning
3.1.1.1. Assisstive Technology Communication boards Communicators Speech to speech relay services StoryVisualizer: Creates storybooks for students using their words and images. Color coded organizers
3.2. Intellectual functioning, or IQ, is usually measured by a test called an IQ test. The average score is 100. People scoring below 70 to 75 are thought to have an intellectual disability.
4. Multiple Disailities
4.1. The combination of impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments.
4.1.1. Strategies: Paraprofessional/Shadow teacher Modifications to access curriculum at grade-appropriate level Partial participation in group and class activities based on what is possible Be concrete and provide many manipulatives to learn and practice Repeat learning in different settings Increase Independence Related Issues Therapy
4.1.1.1. Assistive Technology: Computers Augmentative/alternative communication systems communication boards iPad or other hand held devices
5. Orthopedic Impairment
5.1. Is a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that cause contractures).
5.1.1. Strategies: Related Services: Physical Therapy, Occupational Therapy, Speech-language pathology Modifications to access curriculum at grade-appropriate level and test taking Partial participation in group and class activities based on what is possible Provide manipulatives
5.1.1.1. Assistive Technology: To access instruction: Communication boards Communicators Speech to speech relay services StoryVisualizer. For mobility and positioning: wheelchairs specialized exercise equipment specialized chairs, desks, and tables for proper posture development
5.1.2. Main categories: Neuromotor impairments Eg: cerebral palsy and spina bifida. Degenerative diseases - Eg: muscular dystrophy Musculoskeletal disorders - Eg:juvenile rheumatoid arthritis and limb deficiency
6. Other Health Impairment
6.1. Is 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 adversely affects a child’s educational performance.
6.1.1. The Health Impairments recognized: Asthma Attention deficit disorder or attention deficit hyperactivity disorder Diabetes Epilepsy Heart condition Hemophilia Lead poisoning Leukemia Nephritis Rheumatic fever Sickle cell anemia Tourette syndrome
6.1.1.1. Strategies: Teach study skills and learning strategies. Administering and/or dispensing medications. Constant collaboration with paraprofessionals and Medical services as required. If hospitalization or home stay is required: homebound instructor to bring assignments from school to home and provide help.
6.1.1.1.1. Assistive Technology: Video Based instruction, Eg: Khan Academy Virtual Classes Podcasts
7. Autism
7.1. Disorders on the autism spectrum are neurological disorders that affects a child’s ability to communicate, understand language, play, and relate to others.
7.1.1. The specific Disorders: Autism; Asperger syndrome; Rett syndrome;(will soon be removed from this spectrum - DSM V) Childhood disintegrative disorder; Pervasive Developmental Disorder Not Otherwise Specified
7.1.1.1. Strategies: Present information visually and Verbally through Step-by-step guide Design Cooperative learning facilities to enable appropriate models Have consistent routines and schedules
7.1.1.1.1. Assisstive Technology: Use Software like Boardmarker which uses Picture Communication Symbol Touch screen devices Voice output communication devices
8. Deaf-Blindness
8.1. The term describes a person who has some degree of loss in both vision and hearing. Defined by IDEA as "Simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness."
8.1.1. Reasons: Usher Syndrome: Usher 1, Usher 2,Usher 3 Birth trauma, optic nerve atrophy, cataracts, glaucoma, macular degeneration, or diabetic retinopathy
8.1.1.1. Strategies: Interpreters to relay information to and from the student and other people in the classroom. Provide a written or Brailled hand out of the information Have small group discussions where only one person speaks at a given time.
8.1.1.1.1. Assisstive Technology Assistive Listening Devices (ALDs) to be worn by the teacher to enhance the speech. Reading Machines (CCTV) Audio Textbooks
9. Deafness
9.1. Is 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.
9.1.1. Deafness is viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.
9.1.1.1. Strategies and Assitive Technology: Similar to those used for students with hearing impairments with the addition of: Consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech). Aural/oral training Hearing implants
10. Hearing Impairment
10.1. Is an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”
10.1.1. Types of Hearing Impairments: Conductive hearing losses. Sensorineural hearing losses. Mixed hearing loss. Central hearing loss.
10.1.1.1. Strategies: Make seating arrangements to enable lip reading Notetaker Modify curriculum to allow access to curriculum Teach independence through lots of practice of tasks and feedback Provide handouts for all information discussed. Collaborative learning Collaborate with paraprofessionals Related services such as a SLP
10.1.1.1.1. Assistive Technology: Captioned films/videos Amplification systems Computerized speech recognition
10.2. Otto
11. Specific Learning Disability
11.1. Ellie
11.2. Is "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."
11.2.1. The Main Categories: Dyslexia Dyscalculia Dysgraphia Dyspraxia Executive Functioning
11.2.1.1. Strategies: Break tasks into smaller steps Reduce number of items per page or line Give directions verbally and in writing Give the student more time to finish schoolwork or take tests Provide on-task/focusing prompts Jigsaw Teach Organizational Skills and Study Skills Allow for verbal responses
11.2.1.1.1. Assisstive Technology Use audiobooks designed for Dyslexic students with Learning Ally. Use speech to text apps like speak it! Next Thing is a task manager and scheduling aid that can be used as “digital sticky notes and help stay organized.
12. Speech or Language Impairment
12.1. Is a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
12.1.1. Major areas of impairment: Articulation | speech impairments where the child produces sounds incorrectly. Fluency | speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns. Voice | speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness. Language | language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say.
12.1.1.1. Strategies: Speech-language pathology services. Give additional time to complete assignments or make up work. Substitute written papers or projects for oral presentations. Explicitly reflect on communication success/failure. Provide scaffolds Use vocabulary guides: key words broken into syllables, definitions.
12.1.1.1.1. Assistive Technology: Text to speech software Word prediction software Web based Visual organisers
13. Traumatic Brain Injury
13.1. Is 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 a child’s educational performance. The impairments could manifest 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.
13.1.1. Categories of Impairments: Physical disabilities Cognitive Social Behavioral Emotional
13.1.1.1. Strategies: Allocate more time for the completion of tasks and tests. Give directions one at a time Demonstrate how to perform a task. Reduce distractions and have consistent routines. Provide breaks Have flexible expectations
13.1.1.1.1. Assistive Technology: Talking Calendar iOS apps for communication Touch screen devices Voice output communication devices
14. Visual Impairment including Blindness
14.1. Is an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
14.1.1. Types of Impairments: Strabismus. Congenital cataracts. Retinopathy of prematurity. Retinitis pigmentosa. Coloboma. Optic nerve hypoplasia. Cortical visual impairment.
14.1.1.1. Strategies: Make seating arrangements Support sensorial learning Use the residual vision Teach independence through lots of practice of tasks and feedback Have large print and/or Braille handouts. Collaboration with paraprofessionals
14.1.1.1.1. Assistive Technology: Braille notetaker with speech output. Computer with screen reader and speech output. Needs 3-D models Learning Ally for audiobooks