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. Other Health Impairments
4.1. ENGAGE
4.1.1. Plan ways to keep student ENGAGED during long term ABSENCES
4.1.2. LEARN as much as possible about student's condition/impairments
4.1.3. Break down complex activities to MANAGEABLE STEPS
4.1.4. Consider and plan for students HEALTH NEEDS around school activities outside of classroom
4.2. FLEXIBLE
4.2.1. Provide more TIME
4.2.1.1. To transition from one activity to the next
4.2.1.2. To complete tasks
4.2.2. Teach ORGANIZATIONAL skills
4.3. COMMUNICATE
4.3.1. With family and professionals
5. Specific Learning Disability
5.1. COMMUNICATE with family and professionals re strategies and to share information
5.2. MULTISENSORY
5.2.1. Provide MULTISENSORY instruction and assessment
5.2.2. Provide POSITIVE feedback
5.3. EXPERIENTIAL
5.3.1. Plan HANDS ON learning experiences
5.3.2. Provide REPEATED OPPORTUNITIES to practice
5.4. ACCOMMODATION
5.4.1. Consider relevant ASSISTIVE TECHNOLOGY and other ACCOMMODATIONS
5.4.2. Offer support around ORGANIZATIONAL sills
6. Speech or Language Impairment
6.1. MODELLING
6.1.1. Model correct speech
6.1.2. Teach new vocabulary in context
6.1.3. Use MULTISENSORY instruction
6.2. PRACTICE
6.2.1. Provide lots of time and practice for new language skills
6.3. SUPPORTS
6.3.1. Provide necessary ACCOMMODATIONS
6.3.2. COMMUNICATE with family and professionals
7. Traumatic Brain Injury
7.1. FOCUS
7.1.1. REDUCE distractions
7.2. CONSISTENT
7.2.1. CONSISTENT classroom routines, schedules
7.2.2. COMMUNICATE with family and professionals
7.3. PRACTICE
7.3.1. EXTRA TIME to practice new skills and complete tasks
7.3.2. Offer MULTIPLE WAYS of learning new skills and information
8. Learning disabilities may be called:
8.1. Dysgraphia
8.2. Dyscalcula
8.3. Dyslexia
9. Orthopaedic Disabilities can be:
9.1. Congenital anomalies
9.2. Impairments caused by disease ie poliomyelitis, bone tuberculosis
9.3. Cerebral Palsy
9.4. Amputations
9.5. Fractures
9.6. Severe Burns causing contractures
10. Other Health Impairments may include:
10.1. Asthma
10.2. Heart Conditions
10.3. Diabetes
10.4. Epilepsy
10.5. Hemophilia
10.6. Lead poisoning
10.7. Leukemia
10.8. Sickle cell anemia
10.9. Rheumatic fever
10.10. Tourette's Syndrome
10.11. Nephritis
10.12. ADD and ADHD
10.13. Fetal Alcohol Syndrome
10.14. Dysphagia
11. Major areas of Speech and Language Impairment
11.1. Articulation
11.2. Voice
11.3. Fluency
11.4. Language
12. TBI is acquired and may affect:
12.1. Thinking and reasoning
12.2. Behaviour
12.3. Understanding
12.4. Memory
12.5. Talking
12.6. Ability to attend
12.7. Walking or mobility
12.8. Thinking abstractly
12.9. Learning
12.10. Seeing or hearing
12.11. Problem solving
13. Case Study of Specific Learning Disability - dyscalcula http://images.pearsonassessments.com/images/ca/rti/downloads/Nick.pdf
14. Case Study of ADD and Specific Learning disability http://images.pearsonassessments.com/images/ca/rti/downloads/Ellie.pdf
15. Assistive Technology for TBI examples
15.1. Mobility aids
15.2. Augmentive Communication devices - letter boards to high tech computers
15.3. Adaptive equipment - pencil grips, cup crips and other ADL's
16. Assistive Technology for Speech or Language Impairment Examples
16.1. Computer access and software
16.2. Word processors,
17. Assistive Technology for Other Health Impairment examples
17.1. Adapted books,
17.2. Pivture based instructions
17.3. Learning aids like calculators, spell checkers, word processors, computer software
18. Assistive Technology for Orthopaedic disability examples
18.1. Mobility devices, braces, splints
18.2. Positioning and seating devices
18.3. Environmental controls
18.4. Computer access, modified keyboards
19. Assistive Technology for Specific Learning Disabilities examples
19.1. Academic and learning aids
20. Deafness
20.1. MULTISENSORY
20.1.1. Tap into ALL of student's SENSES
20.2. ACCESS
20.2.1. CLASS POSITION
20.2.1.1. Allow for lip reading
20.2.1.2. Up front close to instruction and teaching tools
20.2.2. LOOK at student as much as possible
20.2.3. Regular speech, language, auditory and training by specialist
20.3. TOOLS
20.3.1. Use VISUAL AIDS
20.3.1.1. May have notetaker or interpreter who uses sign language
20.3.2. Use of AMPLIFICATION devices
20.3.3. Use of CAPTIONED videos/films
21. Developmental Delay
21.1. COMMUNICATE
21.1.1. with parents and professionals
21.2. ENGAGE
21.2.1. MULTIPLE LEARNING STRATEGIES
21.2.1.1. Success in small tasks
21.2.1.2. Use strategies that build on students strengths
21.2.2. ENGAGE students in discussions, ask for opinions, give TIME to respond
21.3. EXPERENTIAL
21.3.1. HANDS ON learning
21.3.1.1. Use of manipulatives ie alphabet tiles, plastic shapes, blocks, help to reinforce specific concepts and skills
21.3.2. SEATING ARRANGEMENTS
21.3.2.1. decrease distractions, best if own desk or with buddy who can assist to keep student on track
21.4. CONSISTENT
21.4.1. Establish CONSISTENT routines and procedures in classroom
21.4.1.1. Structure and predictability beneficial
22. Hearing Impairment
22.1. MULTISENSORY
22.1.1. Tap into ALL of student's SENSES
22.2. TOOLS
22.2.1. Use VISUAL AIDS
22.2.1.1. May have notetaker or interpreter who uses sign language
22.2.2. Use of CAPTIONED films/videos
22.2.3. Use of AMPLIFICATION devices
22.3. ACCESS
22.3.1. CLASS POSITION
22.3.1.1. allow for lip reading
22.3.1.2. upfront, close to instruction and teaching tools
22.3.2. LOOK at students as much as possible
23. Intellectual Disability
23.1. COMMUNICATE
23.1.1. With family and professionals
23.2. DEMONSTRATE
23.2.1. Be SPECIFIC and CONCRETE in communication
23.2.2. DEMONSTRATE and MODEL tasks and instructions
23.3. EXPERIENCE
23.3.1. Emphasize EXPERIENTIAL, HANDS ON learning
23.3.2. Provide lots of POSITIVE FEEDBACK
23.3.3. Break tasks down to MANAGEABLE CHUNKS
23.4. PRACTICE
23.4.1. Provide opportunities for REPEATED practice
24. Multiple Disability
24.1. COMMUNICATE and PLAN
24.1.1. with multiple professionals involved with child - parents, PT, OT, SLP, teachers, support staff etc
24.2. IDENTIFY
24.2.1. Step wise learning strategies
24.2.2. Specific timelines
24.2.3. Specific objectives
24.3. KNOW
24.3.1. resources and supports required with student success
24.4. PEER TUTORING
24.5. ASSISTIVE TECHNOLOGIES
24.5.1. Mobility, seating, positioning
24.5.2. Augmentive Communication devices
24.5.3. Adaptive tools ie pencil grips, cups, spoons, etc with specialized grips for ADLs
24.5.4. Environmental controls
24.5.5. Visual aids
24.5.6. Computer access and specialized software
25. Visual Impairment including Blindess
25.1. VERBALLY and SPECIFICALLY NARRATE happenings in classroom so student feels included
25.2. COMMUNICATE with professionals and family
25.3. ADAPT activities to promote INDEPENDENCE
25.4. Provide MULTISENSORY, TACTILE and EXPERIENTIAL learning experiences
25.5. Explore and use ASSISTIVE TECHNOLOGY and ACCOMMODATIONS ie text to speech software and software to access tablets
26. Emotional Disturbance
26.1. CONSISTENT
26.1.1. CLEAR and CONSISTENT classroom routines, behaviour management
26.1.2. Vigilant about bullying, teasing etc.
26.2. EXPECTATIONS
26.2.1. CLEAR and CONSISTENT expectations and behaviour management
26.2.2. COMMUNICATE with family and professionals
26.3. ENGAGE
26.3.1. KNOW child, not just behaviour
26.3.2. Build RAPPORT
26.3.3. Build ENGAGEMENT
26.3.4. Tap into STRENGTHS and INTERESTS of student
26.3.5. Create environment for student SUCCESS