IDEA Disability Categories and Teaching Strategies

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IDEA Disability Categories and Teaching Strategies by Mind Map: IDEA Disability Categories and Teaching Strategies

1. Orthopaedic Disability

1.1. COLLABORATION

1.1.1. COMMUNICATE with professionals and family

1.1.2. Consider MEDICAL NEEDS of student when planning instruction/activities

1.2. ACCOMMODATION

1.2.1. Explore ASSISTIVE TECHNOLOGY to enhance learning and expressing

1.2.2. REMOVE BARRIERS to learning, participation and achievement

1.3. MOBILITY

1.3.1. Provide SEATING and MOBILITY to suit needs of student

2. Autism

2.1. STRUCTURE

2.1.1. Have QUIET space

2.1.2. CONSISTENT classroom schedule

2.1.3. STEP by STEP instructions

2.1.3.1. Use verbal, physical, visual cues

2.2. CONSISTENT

2.2.1. CONSISTENT classroom routines

2.2.1.1. REASSURE student

2.2.1.2. PREPARE student for any changes, be clear and consistent

2.2.2. POSITIVE feedback

2.2.3. Lots of OPPORTUNITIES to PRACTICE

2.2.4. Provide opportunities for SOCIAL INTERACTION and COLLABORATION

2.2.4.1. Look for good PEER MODELS

2.2.5. COMMUNICATE with family and professionals

2.3. SPECIFIC

2.3.1. CLEAR and SPECIFIC instructions and feedback

2.3.2. ADJUST communication

2.3.2.1. student may have decreased ability to interpret facial expressions, tone of voice

3. Deaf Blindness

3.1. ENVIORNMENT

3.1.1. Reduce visual and auditory distractions for those with limited visual and hearing

3.1.2. Offer EXTENDED RESPONSE times

3.2. EXPLORATION

3.2.1. BUILD exploration and touch into teaching

3.2.2. Use ASSISTIVE TECHNOLOGY such as speech to text, adjustable type to increase communication and learning

3.3. INTERACTION

3.3.1. Create opportunities for students to INTERACT and COLLABORATE with other students

3.3.2. COMMUNICATE with families and professionals

4. Deafness

4.1. MULTISENSORY

4.1.1. Tap into ALL of student's SENSES

4.2. ACCESS

4.2.1. CLASS POSITION

4.2.1.1. Allow for lip reading

4.2.1.2. Up front close to instruction and teaching tools

4.2.2. LOOK at student as much as possible

4.2.3. Regular speech, language, auditory and training by specialist

4.3. TOOLS

4.3.1. Use VISUAL AIDS

4.3.1.1. May have notetaker or interpreter who uses sign language

4.3.2. Use of AMPLIFICATION devices

4.3.3. Use of CAPTIONED videos/films

5. Developmental Delay

5.1. COMMUNICATE

5.1.1. with parents and professionals

5.2. ENGAGE

5.2.1. MULTIPLE LEARNING STRATEGIES

5.2.1.1. Success in small tasks

5.2.1.2. Use strategies that build on students strengths

5.2.2. ENGAGE students in discussions, ask for opinions, give TIME to respond

5.3. EXPERENTIAL

5.3.1. HANDS ON learning

5.3.1.1. Use of manipulatives ie alphabet tiles, plastic shapes, blocks, help to reinforce specific concepts and skills

5.3.2. SEATING ARRANGEMENTS

5.3.2.1. decrease distractions, best if own desk or with buddy who can assist to keep student on track

5.4. CONSISTENT

5.4.1. Establish CONSISTENT routines and procedures in classroom

5.4.1.1. Structure and predictability beneficial

6. Hearing Impairment

6.1. MULTISENSORY

6.1.1. Tap into ALL of student's SENSES

6.2. TOOLS

6.2.1. Use VISUAL AIDS

6.2.1.1. May have notetaker or interpreter who uses sign language

6.2.2. Use of CAPTIONED films/videos

6.2.3. Use of AMPLIFICATION devices

6.3. ACCESS

6.3.1. CLASS POSITION

6.3.1.1. allow for lip reading

6.3.1.2. upfront, close to instruction and teaching tools

6.3.2. LOOK at students as much as possible

7. Intellectual Disability

7.1. COMMUNICATE

7.1.1. With family and professionals

7.2. DEMONSTRATE

7.2.1. Be SPECIFIC and CONCRETE in communication

7.2.2. DEMONSTRATE and MODEL tasks and instructions

7.3. EXPERIENCE

7.3.1. Emphasize EXPERIENTIAL, HANDS ON learning

7.3.2. Provide lots of POSITIVE FEEDBACK

7.3.3. Break tasks down to MANAGEABLE CHUNKS

7.4. PRACTICE

7.4.1. Provide opportunities for REPEATED practice

8. Multiple Disability

8.1. COMMUNICATE and PLAN

8.1.1. with multiple professionals involved with child - parents, PT, OT, SLP, teachers, support staff etc

8.2. IDENTIFY

8.2.1. Step wise learning strategies

8.2.2. Specific timelines

8.2.3. Specific objectives

8.3. KNOW

8.3.1. resources and supports required with student success

8.4. PEER TUTORING

8.5. ASSISTIVE TECHNOLOGIES

8.5.1. Mobility, seating, positioning

8.5.2. Augmentive Communication devices

8.5.3. Adaptive tools ie pencil grips, cups, spoons, etc with specialized grips for ADLs

8.5.4. Environmental controls

8.5.5. Visual aids

8.5.6. Computer access and specialized software

9. Other Health Impairments

9.1. ENGAGE

9.1.1. Plan ways to keep student ENGAGED during long term ABSENCES

9.1.2. LEARN as much as possible about student's condition/impairments

9.1.3. Break down complex activities to MANAGEABLE STEPS

9.1.4. Consider and plan for students HEALTH NEEDS around school activities outside of classroom

9.2. FLEXIBLE

9.2.1. Provide more TIME

9.2.1.1. To transition from one activity to the next

9.2.1.2. To complete tasks

9.2.2. Teach ORGANIZATIONAL skills

9.3. COMMUNICATE

9.3.1. With family and professionals

10. Specific Learning Disability

10.1. COMMUNICATE with family and professionals re strategies and to share information

10.2. MULTISENSORY

10.2.1. Provide MULTISENSORY instruction and assessment

10.2.2. Provide POSITIVE feedback

10.3. EXPERIENTIAL

10.3.1. Plan HANDS ON learning experiences

10.3.2. Provide REPEATED OPPORTUNITIES to practice

10.4. ACCOMMODATION

10.4.1. Consider relevant ASSISTIVE TECHNOLOGY and other ACCOMMODATIONS

10.4.2. Offer support around ORGANIZATIONAL sills

11. Speech or Language Impairment

11.1. MODELLING

11.1.1. Model correct speech

11.1.2. Teach new vocabulary in context

11.1.3. Use MULTISENSORY instruction

11.2. PRACTICE

11.2.1. Provide lots of time and practice for new language skills

11.3. SUPPORTS

11.3.1. Provide necessary ACCOMMODATIONS

11.3.2. COMMUNICATE with family and professionals

12. Traumatic Brain Injury

12.1. FOCUS

12.1.1. REDUCE distractions

12.2. CONSISTENT

12.2.1. CONSISTENT classroom routines, schedules

12.2.2. COMMUNICATE with family and professionals

12.3. PRACTICE

12.3.1. EXTRA TIME to practice new skills and complete tasks

12.3.2. Offer MULTIPLE WAYS of learning new skills and information

13. Visual Impairment including Blindess

13.1. VERBALLY and SPECIFICALLY NARRATE happenings in classroom so student feels included

13.2. COMMUNICATE with professionals and family

13.3. ADAPT activities to promote INDEPENDENCE

13.4. Provide MULTISENSORY, TACTILE and EXPERIENTIAL learning experiences

13.5. Explore and use ASSISTIVE TECHNOLOGY and ACCOMMODATIONS ie text to speech software and software to access tablets

14. Emotional Disturbance

14.1. CONSISTENT

14.1.1. CLEAR and CONSISTENT classroom routines, behaviour management

14.1.2. Vigilant about bullying, teasing etc.

14.2. EXPECTATIONS

14.2.1. CLEAR and CONSISTENT expectations and behaviour management

14.2.2. COMMUNICATE with family and professionals

14.3. ENGAGE

14.3.1. KNOW child, not just behaviour

14.3.2. Build RAPPORT

14.3.3. Build ENGAGEMENT

14.3.4. Tap into STRENGTHS and INTERESTS of student

14.3.5. Create environment for student SUCCESS

15. APPS FOR SPECIAL NEEDS http://www.friendshipcircle.org/apps/

16. Learning disabilities may be called:

16.1. Dysgraphia

16.2. Dyscalcula

16.3. Dyslexia

17. Autism Spectrum Disorders

17.1. Rett Syndrome

17.2. Aspergers Syndrome

17.3. Childhood disintegrative disorder

17.4. Pervasive Developmental disorder not otherwise specified

18. Types of Deafness- can be acquired or congenital

18.1. Conductive Hearing Loss

18.2. Sensorineural Hearing Loss

18.3. Mixed Hearing loss (of above)

18.4. Central Hearing Loss

19. Examples of Emotional disturbances may include:

19.1. Bipolar Disorder

19.2. Anxiety disorders

19.3. Eating disorders

19.4. Conduct disorders

19.5. Obsessive-Compulsive Disorder

19.6. Psychotic Disorders

20. Multiple Disabilities can be caused by any of the following but often the cause is unknown

20.1. Premature birth

20.2. Chromosonal abnormalities

20.3. Difficulties after birth

20.4. Genetic disorders

20.5. Infections

21. Orthopaedic Disabilities can be:

21.1. Congenital anomalies

21.2. Impairments caused by disease ie poliomyelitis, bone tuberculosis

21.3. Cerebral Palsy

21.4. Amputations

21.5. Fractures

21.6. Severe Burns causing contractures

22. Other Health Impairments may include:

22.1. Asthma

22.2. Heart Conditions

22.3. Diabetes

22.4. Epilepsy

22.5. Hemophilia

22.6. Lead poisoning

22.7. Leukemia

22.8. Sickle cell anemia

22.9. Rheumatic fever

22.10. Tourette's Syndrome

22.11. Nephritis

22.12. ADD and ADHD

22.13. Fetal Alcohol Syndrome

22.14. Dysphagia

23. Major areas of Speech and Language Impairment

23.1. Articulation

23.2. Voice

23.3. Fluency

23.4. Language

24. TBI is acquired and may affect:

24.1. Thinking and reasoning

24.2. Behaviour

24.3. Understanding

24.4. Memory

24.5. Talking

24.6. Ability to attend

24.7. Walking or mobility

24.8. Thinking abstractly

24.9. Learning

24.10. Seeing or hearing

24.11. Problem solving

25. Case Study of Specific Learning Disability - dyscalcula http://images.pearsonassessments.com/images/ca/rti/downloads/Nick.pdf

26. Case Study - Emotional Disturbance http://images.pearsonassessments.com/images/ca/rti/downloads/Megan.pdf

27. Case Study of ADD and Specific Learning disability http://images.pearsonassessments.com/images/ca/rti/downloads/Ellie.pdf

28. Assistive Technology for TBI examples

28.1. Mobility aids

28.2. Augmentive Communication devices - letter boards to high tech computers

28.3. Adaptive equipment - pencil grips, cup crips and other ADL's

29. Assistive Technology for Speech or Language Impairment Examples

29.1. Computer access and software

29.2. Word processors,

30. Assistive Technology for Other Health Impairment examples

30.1. Adapted books,

30.2. Pivture based instructions

30.3. Learning aids like calculators, spell checkers, word processors, computer software

31. Assistive Technology for Orthopaedic disability examples

31.1. Mobility devices, braces, splints

31.2. Positioning and seating devices

31.3. Environmental controls

31.4. Computer access, modified keyboards

32. Assistive Technology for Specific Learning Disabilities examples

32.1. Academic and learning aids

33. Assistive Technology for Deafness, Hearing Impairment

33.1. Amplification systems

33.2. Close captioning systems

33.3. Environmental alert systems

33.4. Augmentive communication to assist in communication

34. Assistive Technology for Visual Impairment and Blindness examples

34.1. Magnifiers

34.2. Talking calcualtors

34.3. Braille writers

34.4. Screen reading software