IDEA Individuals with Disabilities Education Act

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IDEA Individuals with Disabilities Education Act by Mind Map: IDEA Individuals with Disabilities Education Act

1. Autism

1.1. a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance.

1.1.1. How can a teacher accommodate a student?

1.1.1.1. Provide written and verbal instructions

1.1.1.2. Provide the student with visual choices

1.1.1.3. Allow the student to use a visual schedule

1.1.1.4. Allow for time-outs as necessary (in room and out of room)

1.1.1.4.1. Alex  While in Math and Science classes Alex had to have a private teacher (hired by his parents) with him at all time. In the PE classes he was assessed as any other student in the class. We didn’t have to modify the curriculum for his skills and abilities, because his overall performance was adequate (he was low skilled but tried very hard). However, we would have different strategies while giving the instructions (ex. he was allowed to move while listening directions; he was given multiple opportunities to submit his work; he was asked to repeat the directions back to the teacher, etc). Similar to Emma, Alex had to transfer schools because we could no longer accommodate his needs.

1.1.1.5. Reward the student when on task

1.1.1.6. For students with AAC devices allow time for them to respond

2. Deaf-blindness

2.1. means concomitant [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

3. Deafness

3.1. means 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.

4. Developmental delay

4.1. for children from birth to age three and children from ages three through nine, the term developmental delay, as defined by each State, means a delay in one or more of the following areas:

4.1.1. physical development

4.1.1.1. Plan physical activities for times when the student has the most energy

4.1.1.2. Provide simple, fun obstacle courses that the student is capable of completing

4.1.1.3. Incorporate singing and dancing into many activities

4.1.1.4. Give students blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives to use.

4.1.2. cognitive development

4.1.2.1. Share information about how things work

4.1.2.2. Be consistent with classroom routines

4.1.2.3. Set a routine so student knows what to expect

4.1.2.4. Teach specific skills whenever necessary

4.1.3. communication

4.1.3.1. Speak directly to the student

4.1.3.2. Use gestures that support understanding

4.1.3.3. Use active listening

4.1.4. social or emotional development or adaptive [behavioral] development

4.1.4.1. Model the benefits involved in cooperating

4.1.4.2. Put student’s feelings into words

4.1.4.3. Ask students to imagine how their behavior might affect others

5. Emotional disturbance

5.1. a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

5.1.1. An inability to learn that cannot be explained by intellectual, sensory, or health factors

5.1.2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

5.1.3. Inappropriate types of behavior or feelings under normal circumstances

5.1.3.1. Accommodations/Strategies

5.1.3.1.1. Support the student’s inclusion

5.1.3.1.2. Set clear behavioral rules and expectations for the entire class

5.1.3.1.3. Recognize the student's accomplishments

5.1.3.1.4. Encourage organization and routine

5.1.3.1.5. Extend the amount of time that a student is given to complete a particular task

5.1.3.1.6. Break down assignments into smaller ones. As students finish each mini-assignment, build in reinforcement for task completion. Wait to distribute the next assignment until students have been successful with the current one

5.1.3.1.7. Reduce the number of practice items that a student must complete, once the student has demonstrated mastery

5.1.3.1.8. Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities from time to time.

5.1.4. A general pervasive mood of unhappiness or depression

5.1.5. A tendency to develop physical symptoms or fears associated with personal or school problems

6. Hearing impairment

6.1. means 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.”

6.1.1. Accommodations/Strategies

6.1.1.1. Alternate tests or methods

6.1.1.2. Reading assistance with tests for clarification of directions, language of test questions (non-reading items)

6.1.1.3. Special setting

6.1.1.4. Interactive whiteboard (e.g., Smart Board, Mimio)

6.1.1.5. Buddy system for notes, extra explanations/directions

6.1.1.6. Check for understanding of information

7. Intellectual disability

7.1. means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.

7.1.1. Accommodations/Strategies

7.1.1.1. Quiet Work Space

7.1.1.2. Functional Activities

7.1.1.3. Repetition of Concepts Over the Day

7.1.1.4. Teacher-Student Ratio

7.1.1.5. Hands on Learning

7.1.1.6. Safety Measures

7.1.1.7. Be as concrete as possible.

7.1.1.8. Give immediate feedback

8. Multiple disabilities

8.1. means concomitant [simultaneous] 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. The term does not include deaf-blindness.

8.1.1. Accommodations/Strategies

8.1.1.1. Know the needs, play to the strengths

8.1.1.2. Make modifications

8.1.1.3. Be familiar with the student’s IEP(individualized education program

8.1.1.4. Allow partial participation, as necessary

8.1.1.5. Consider assistive technology (AT)

8.1.1.6. A paraprofessional in your classroom

8.1.1.7. Encourage the student’s independence

8.1.1.8. When the time comes, support transition planning

9. Orthopedic impairment

9.1. 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).

9.1.1. Accommodations/Strategies

9.1.1.1. Special seating arrangements to develop useful posture and movements

9.1.1.2. Instruction focused on development of gross and fine motor skills

9.1.1.3. Securing suitable augmentative communication and other assistive devices

9.1.1.4. Awareness of medical condition and its affect on the student (such as getting tired quickly)

9.1.1.4.1. Emma: Last year we had a grade 6 student who had a physical disability and had to use crutches while walking. She had an outstanding effort level and attitude in all of her classes. Emma was very active, mature and wanted to participate in every school activity. We left it up to her and her parents to decide what she could and could not do in her PE class. However, we are a Standards Based School and the PE department had a dilemma of how they could accommodate Emma in PE classes? For this case we were allowed to modify the PE curriculum in terms of changing the wordings of standards (e.x if the standard was “ demonstrate” we changed it to” understand”). Unfortunately, Emma had to transfer schools because we could no longer accommodate her needs.

9.1.1.5. note-taking assistance

9.1.1.6. speech recognition software

9.1.1.7. augmentative and alternative communication devices

10. Other health impairment

10.1. is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome

10.1.1. How can a teacher accommodate a student?

10.1.1.1. There are several accommodations that incorporate technology that teachers can provide students with health impairments to make accessing the curriculum easier.  One easy to implement accommodation would be to audiotape or videotape your class period or lectures.  This way if a student misses class, they would be able to access the material they missed.  This could then be posted onto a website for students to download and view.

10.1.1.2. Flexible time limits

10.1.1.3. Alternative assignments when absent frequently

10.1.1.4. Alternative grading scale

10.1.1.5. Flexible seating

10.2. adversely affects a child’s educational performance.

10.2.1. What strategies could be used?

10.2.1.1. Build a caring, nurturing classroom environment

10.2.1.2. Teach students about the health impairment

10.2.1.3. Use of visuals

10.2.1.4. Cooperative learning

10.2.1.5. Hands-on learning

11. Specific learning disability

11.1. Includes:

11.1.1. Conditions as perceptual disabilities

11.1.2. Brain injury

11.1.3. Minimal Brain dysfunction

11.1.4. Dyslexia

11.1.5. Developmental aphasia

11.2. Does Not Include problems that are the results of:

11.2.1. Visual, Hearing or Motor disabilities

11.2.2. Intellectual Disability

11.2.3. Emotional disturbance

11.2.4. Environmental, cultural or economic disadvantage

12. Speech or language impairment

12.1. 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. How can a teacher accommodate a student?

12.1.1.1. Based on speech severity, allow the student to substitute oral assignments with written papers or use AAC

12.1.1.2. Modify grading based on speech impairment

12.1.1.3. Allow the student time to express themselves (do not interrupt a slow speaker)

12.1.1.4. Provide SLP with spelling/vocabulary list

12.1.1.5. Allow the student to use AAC to help communicate with peers

13. Traumatic brain injury

13.1. The term applies to open or closed head injuries resulting in impairments in one or more areas

13.1.1. Cognition

13.1.2. Language

13.1.3. Memory

13.1.4. Attention

13.1.5. Reasoning

13.1.6. Abstract thinking

13.1.6.1. Accommodations/Strategies

13.1.7. Judgment

13.1.8. Problem Solving

13.1.9. Sensory

14. Visual impairment, including blindness

14.1. 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. How can a teacher accommodate a student with Visual impairment?

14.1.1.1. Preferential seating (Near the teacher, away from noise)

14.1.1.2. Writing assignments and directions for student to read

14.1.1.3. Speak facing the student

14.1.1.4. Copy class notes for the student

14.1.1.5. Accommodate testing (extended time, placement)

14.1.1.6. Reduce classroom noise as much as possible