Learning Disabilites

1. Developmental delay

1.1. Introduce to early intervention services as soon as possible: Assistive technology (devices a child might need) Audiology or hearing services Speech and language services Counseling and training for a family Medical services Nursing services Nutrition services Occupational therapy Physical therapy Psychological services (6).

2. Emotional disturbance

2.1. Provide appropriate referral for student

3. Hearing impairment

4. Intellectual disability

4.1. Teacher’s Intervention: Learn as much as you can about intellectual disability. Recognize that you can make an enormous difference in this student’s life! Ask for a copy of his or her IEP. Be as concrete as possible. Rather than just relating new information verbally, show a picture and provide the student with hands-on materials and experiences and the opportunity to try things out. Break longer, new tasks into small steps. Give the student immediate feedback. Teach the student life skills such as daily living, social skills, and occupational awareness and exploration, as appropriate. Involve the student in group activities or clubs. Work together with the student’s parents.

5. Multiple disabilities

5.1. Teacher’s Intervention: Know the specific needs of students Be familiar with the student’s IEP. Make modifications. Allow partial participation, as necessary. Provide accessible instructional material Practice and reinforce. Support related services in the classroom. Address behavior issues. Encourage the student’s independence.

6. Deafness

6.1. Teacher Intervention: get training from regular speech, language, and auditory training from a specialist; Use services of an interpreter for those students who use sign language; Favorable seating in the class to facilitate lip reading; Captioned films/videos; Assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction (6).

7. Other health impairment

7.1. Teacher Intervention: Get to know students needs and make appropriate arrangements in classroom.

8. Specific learning disability

8.1. Teacher Intervention:Provide instruction and accommodations to address the student’s special needs. Examples: breaking tasks into smaller steps, and giving directions verbally and in writing; giving the student more time to finish schoolwork or take tests; letting the student with reading problems use instructional materials that are accessible to those with print disabilities; letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.

9. Speech or language impairment

9.1. Teacher Intervention:Learn as much as you can about the student’s specific disability. —Recognize that you can make an enormous difference in this student’s life! —Ask for a copy of his or her IEP. —Make sure that needed accommodations are provided for classwork, homework, and testing. —Consult with others (e.g., special educators, the SLP) who can help you identify strategies for teaching and supporting this student, ways to adapt the curriculum, and how to address the student’s IEP goals in your classroom. —Find out if your state or school district has materials or resources available to help educators address the learning needs of children with speech or language impairments. —Communicate with the student’s parents. Regularly share information about how the student is doing at school and at home (6).

10. Traumatic brain injury

10.1. Intervention for teachers:Give the student more time to finish schoolwork and tests. Give directions one step at a time. Show the student how to perform new tasks. Have consistent routines. Check to make sure that the student has actually learned the new skill. Show the student how to use an assignment book and a daily schedule. Realize that the student may get tired quickly. Reduce distractions. Keep in touch with the student’s parents. Be flexible about expectations. Be patient(6)

11. Visual impairment, including blindness

11.1. Learn as much as you can about the student’s specific visual impairment. Incorporate classrooms accommodations. Get help and advice from professionals on how to adapt appropriate curriculum. Communicate with parents. Find out what programs and tools are available for you to help students(6).

12. Autism

12.1. Intervention: Living and classroom arrangements. Consistent routines and schedules.Step-by- step dirrections

12.2. Neurological disorder; Affects verbal and nonverbal communication and social interaction.

12.3. I have a friend who has a child named Jesse who has with autism. He has a hard time focusing, speaking, obeying and can come across as violent sometimes. She told me that she has to be very patient with him and sometimes it’s very hard to discipline him. He has gone to many therapists and has a computer in which he points at the pictures of what he wants to say and the computer talks for him. I have a friend who has a child named Jesse who has with autism. He has a hard time focusing, speaking, obeying and can come across as violent sometimes. She told me that she has to be very patient with him and sometimes it’s very hard to discipline him. He has gone to many therapists and has a computer in which he points at the pictures of what he wants to say and the computer talks for him.

13. Deaf-blindness

13.1. 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.(2)

13.2. Intervention

13.3. I don’t’ know anyone who is daft-blind but I thought about the story of Helen Keller. When she was 18 months, she became ill and became deaf, blind and mute. She had a tutor Ann Sullivan, who thought her how to sign. Helen was able to graduate from college; she later became a writer and became the co-founder of ACLU. I don’t’ know anyone who is daft-blind but I thought about the story of Helen Keller. When she was 18 months, she became ill and became deaf, blind and mute. She had a tutor Ann Sullivan, who thought her how to sign. Helen was able to graduate from college; she later became a writer and became the co-founder of ACLU.

14. Orthopedic Impairment

14.1. means 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).

14.2. Intervention:

14.3. I used to babysit a baby name Nail who had cerebral palsy. I watched him from the time he came home from the hospital until the time he was 2 years old. He came home with oxygen and food tube machine. He had a hard time with motor skills so he was be seen by occupational therapists every week, but He was very smart. By the time he was almost 2, he had memorized most of his books. When he was three years old, he got a wheelchair and the whole house was rearrange for him. Today, he is attending a special school, and he is still the same smart boy as always.