1. Deaf-Blindness
1.1. Student Aids/ Accommodations
1.1.1. Assistive Listening Devices (ALDs)—a small microphone device worn by the instructor that increases the volume and clarity of the class lecture for the student who wears the device
1.1.2. Interpreters—relay information to and from the student and other people in the classroom
1.1.3. Notetakers—provide a written, Brailled, or taped secondary source of information during a class lecture
1.1.4. Readers—for students who have usable hearing and limited vision, this support service provider reads textbooks and other course materials.
2. Deafness
2.1. Educational Implications and Services
2.1.1. regular speech, language, and auditory training from a specialist
2.1.2. amplification systems
2.1.3. services of an interpreter for those students who use sign language
2.1.4. favorable seating in the class to facilitate lip reading
2.1.5. captioned films/videos
2.1.6. assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction
3. Developmental Delay
3.1. Intervention Services
3.1.1. Assistive technology (devices a child might need)
3.1.2. Audiology or hearing services
3.1.3. Counseling and training for a family
3.1.4. Occupational therapy
3.1.5. Physical therapy
3.1.6. Speech/Language
3.1.7. Respite services
4. Hearing Loss
5. Intellectual Dissability
5.1. Educational Considerations
5.1.1. General education. It’s important that students with intellectual disabilities be involved in, and make progress in, the general education curriculum. That’s the same curriculum that’s learned by those without disabilities.
5.1.2. Supplementary aids and services. Given that intellectual disabilities affect learning, it’s often crucial to provide supports to students with ID in the classroom
5.1.3. Adaptive skills.
5.1.4. Transition planning. It’s extremely important for families and schools to begin planning early for the student’s transition into the world of adulthood.
5.2. Tips for Teachers
5.2.1. Be as concrete as possible.
5.2.2. Break longer, new tasks into small steps.
5.2.3. Teach the student life skills such as daily living, social skills, and occupational awareness and exploration, as appropriate
5.2.4. Work together with the student’s parents and other school personnel to create and implement an IEP
6. Multiple Disabilities
6.1. Support in Major Life Activities
6.1.1. caring for oneself
6.1.2. performing manual tasks
6.1.3. walking, standing, lifting, and bending
6.1.4. speaking and communicating
6.2. Tips for Teachers
6.2.1. Know the needs, play to the strengths
6.2.2. Be familiar with the student’s IEP
6.2.3. Make modifications
6.2.4. Let the IEP team know what program supports or modifications you need
6.2.5. Consider assistive technology (AT).
6.2.6. Address behavior issues
6.2.7. Encourage the student’s independence
7. Orthopedic Impairment
7.1. Study Case
7.1.1. Teachers constantly have students in their classrooms who have suffered some kind of injury that limits their performance in class. For instance, when I was teaching MS, s lot of my students had broken bones. This was a major problem when they broke an arm because they were unable to write and practice calligraphy. However, I found some apps that they could use on their iPads to take notes and practice calligraphy. The other difficult part about this is that I normally do games and hands on activities in class that require students to move, run and use their body in general. In this cases, whoever was injured would be assigned to supervise the game or even guide the other students through it.
8. Other Health Impairment
8.1. Specific Health Impairments
8.1.1. ADD - AD/HD
8.1.2. Diabetes
8.1.3. Epilepsy
8.1.4. Heart Condicionts
8.1.5. Hemophilia
8.1.6. Leukemia
8.1.7. Rheumatic fever
8.2. Life and Services at School
8.2.1. Special feeding
8.2.2. clean intermittent catheterization
8.2.3. the management of a tracheostomy
8.2.4. administering and/or dispensing medications
8.2.5. planning for the safety of a child in school
8.2.6. conducting and/or promoting education and skills training for all (including the child) who serve as caregivers in the school setting
9. Specific Learning Disability
9.1. Tips and Resources for Teachers
9.2. Study Case
9.2.1. I had a student in 7th grade that had dyslexia. He struggled in my Mandarin class as he had problems taking notes, understanding the composition of characters and writing the basic strokes of the characters. I had several meetings with his parents, but unfortunately he was not diagnosed and his father (who was also dyslexic) denied his son's learning disability. Because he was not diagnosed and had no IEP I was not supposed to accommodate or modify the curriculum, so eventually I had to ask the counselor to transfer the student out of my class. This is a clear example of a situation where teachers report a student but parents decide not to take action and affect this kid's learning process and possibly his future in the academic world.
10. Traumatic Brain Injury
10.1. Educational Implications
10.1.1. thinking and reasoning
10.1.2. understanding words
10.1.3. remembering things
10.1.4. paying attention
10.1.5. solving problems
10.1.6. thinking abstractly
10.1.7. Behaving
10.1.8. seeing and/or hearing
10.2. Tips for teachers
10.2.1. Give the student more time to finish schoolwork and tests
10.2.2. Give directions one step at a time
10.2.3. Show the student how to perform new tasks
10.2.4. Have consistent routines
10.2.5. Show the student how to use an assignment book and a daily schedule.
10.2.6. Be flexible about expectations
11. Visual Impairment
11.1. Examples
11.1.1. strabismus
11.1.2. congenital cataracts
11.1.3. retinopathy of prematurity
11.1.4. retinitis pigmentosa
11.1.5. coloboma
11.1.6. ptic nerve hypoplasia
11.2. Educational Considerations
11.2.1. Students should learn how to move about safely and independently, which is known as orientation and mobility
11.2.2. use assistive technologies designed for children with visual impairments
11.2.3. use what residual vision they have effectively and efficiently
11.2.4. read and write in Braille
12. Autism Spectrum Disorder
12.1. Strategies
12.1.1. Make sure directions are given step-by- step, verbally, visually, and by providing physical supports or prompts, as needed by the student.
12.1.2. Find out what the student’s strengths and interests are and emphasize them.
12.1.3. Build opportunities for the student to have social and collaborative interactions throughout the regular school day. Provide support, structure, and lots of feedback
12.1.4. Work together with the student’s parents and other school personnel to create and implement an educational plan tailored to meet the student’s needs
12.2. Case Study
12.2.1. I taught a Mandarin 6th grade class. One of my students was autistic. He was higly functional and very skilled, however his social skills were often a struggle and his difficulty following instructions. At the beginning of the year he had an inclusion teacher with him at all times. However, their relationship was not quite strong and he was not receiving appropriate support. I asked the inclusion teacher not to come to my class anymore and let me intervene more directly. The outcome was very positive and he ended up being one of the top students in the class, with very few accommodations (usually more time to complete assignments). His memory skills were simply amazing and he passed a Chinese Proficiency Test with really high scores.
13. Emotional Disturbance
13.1. Examples
13.1.1. anxiety disorders
13.1.2. bipolar disorder
13.1.3. conduct disorders
13.1.4. psychotic disorders
13.2. Support
13.2.1. develop social skills
13.2.2. increase self-awareness, self-control, and self-esteem
13.2.3. master academics
14. Speech or Language Impairment
14.1. Kinds
14.1.1. Articulation
14.1.2. Fluency
14.1.3. Voice
14.1.4. Language
14.2. Educational Considerations
14.2.1. Identification of children with speech or language impairments
14.2.2. Diagnosis and appraisal of specific speech or language impairments;
14.2.3. Referral for medical or other professional attention necessary for the habilitation of speech or language impairments
14.2.4. Provision of speech and language services for the habilitation or prevention of communicative impairments
14.2.5. Counseling and guidance of parents, children, and teachers regarding speech and language impairments
14.3. Tips for Teachers
14.3.1. Learn as much as you can about the student’s specific disability
14.3.2. Recognize that you can make an enormous difference in this student’s life! Find out what the student’s strengths and interests are, and emphasize them
14.3.3. Make sure that needed accommodations are provided for classwork, homework, and testing.
14.3.4. 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