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IDEA by Mind Map: IDEA

1. Deaf-Blindness

1.1. Use of early intervention services

1.1.1. Get referral from pediatrition to a nearby hospital.

1.1.2. Baby and toddler intervention and special education from age 4 is free

1.2. Contact school to find info. about access to services. Contact CPIR

1.3. Definition

1.3.1. ...concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication/developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. [§300.8(c)(2)]

2. Deafness/Hearing Loss

2.1. 4 Types of Hearing loss:

2.1.1. Conductive, Sensorineural, Mixed, Central. permanent or fluctuating

2.2. Help

2.2.1. Special Services: early intervention, Spec. Ed. and related services. Relay Services: Dial 711

2.2.2. Financial services, Medicaid: Evaluation free Periodic screening

2.3. Varying degrees

2.3.1. Slight, mild, moderate, severe, profound Very early detection/treatment to avoid eventual developmental delays

2.4. Educational Implications

2.4.1. Speech, language and auditory training

2.4.2. Amplification systems

2.4.3. Interpreter and sign language

2.4.4. Caption films, videos, favorable seating

2.4.5. Note taker, regarding instructions

2.4.6. Alternate communication methods sign language, counseling

3. Developmental Delay

3.1. When developmental Milesones  don't appear there may be disability/ developmental delay.

3.1.1. Help: Pediatrician can refer to a devopmental evaluation Physical Cognitive development Communication Development Social/emotional development Adaptive developmentt Special-education/early intervention services Early childhood technical assistance centers Medical, nursing, nutrition, speech/language services Assistive technology, audiology/hearing services Counceling/Training for family, psychological services Occupational and physical therapy

4. Autism Spectrum Disorder ASDs

4.1. Autism, Aspergers Syndrome, Rett Syndrom, Childhood Disintegrative Disorder, Pervasive Developmental Disorder or not otherwise specified

4.1.1. Communication Difficulties Difficulty understanding idioms, using proper verbal and gesticular communication Often speak in a montone voice

4.1.2. Social Interaction Difficulty getting social cues, reading faces and gestures and maintaining relationships with peers Inability to establish or maintain relationships with peers Work on Social Learning books by Garcia Winner

4.1.3. Behavior Repetitive Activities, stereotyped movements Social training with Superflex and the Unthinkables! Resistance to Environmental Change

4.2. Problems / What to do?

4.2.1. Early diagnosis/intervention!

4.2.2. Services: Special education also before age 3 ABA, Behavioral therapy

5. Emotional Disturbance

5.1. Anxiety, bipolar, conduct, eating, obsessive-compulsive, and psychotic disorders

5.1.1. For special education guidance refer to the CPIR website:

5.2. Person's thinking, feeling, mood, ability to relate to others and daily functioning disturbance

5.2.1. Possible hyperactivity, aggression, self injurious behavior, withdrawal, immaturity, learning difficulties, distorted thinking, bizarre motor actions present

6. Intellectual Disability

6.1. Limitations in mental functioning

6.1.1. Weak communication, self-care, social skills, walking, speaking Learning takes longer

6.2. Signs

6.2.1. Physical and verbal skills develop late

6.2.2. Trouble understanding social rules and finances

6.2.3. Trouble thinking logically, solving problems, seeing consequences of their actions

6.3. Diagnosis

6.3.1. Measure adaptive behavior

6.3.2. Measure intellectual functioning, IQ 70-75

6.4. Early diagnosis and intervention!

6.4.1. Training Adaptive Skills Transition planning geared toward future Parents and Teachers both have to train child These children have a special light

7. Mulitple Disabilities

7.1. Diagnosis and early intervention

7.1.1. Special schooling starting at 3

7.2. Need special training for multiple disbilities

7.2.1. Support in major life activities Caring for self, maual tasks, seeing, hearing, eating, walking, standing, lifting, bending Movement to music, clapping, puttingon/taking off clothes, mouth exercizes Communicating, speaking, learning, reading, concentrating, thinking, working repeating words in a poem, pointing to objects, enuniation exercises

7.3. Example: Intellectual and Orthopedic impairment

7.4. Parents need financial and psychological support and training to help child.

7.4.1. Parents work closely with professionals Network with professionals and parents groups are necessary

7.5. CASE: Fotis was born almost completely paralyzed, could hardly swallow or make noises and had an abnormal visage. Years of physical therapy, 14 operations on his legs and a 75 year old grandmother that had one goal, to get him talking and walking, helped him become mobile and he was able to go to school. He also had a team made up of physiotherapists, occupational therapists, dietician, loving teachers and family, that wouldn't give up. The doctors did not know this, since he could hardly talk except for slirs, but Fotis was a highly intellectual little boy. He accelled in school, especially in mathematics. He was given ample time to write his assignments, because of his slow fingers. He graduated from Boston, College and now works in the accounting department of the Bank of Boston!

8. Orthopedic Impairment

8.1. Alice's, amputation, congenital anomaly, impairment is caused by disease, several palsy, fractures, burns

8.1.1. Such impairment may adversely affects educational performance.

8.2. School can make arrangements to allow wheelchair access, alternative physical education practices, special writing tools,...

9. Other Health Impairments OHI

9.1. Asthma, ADHD, epilepsy, heart condition, hemophilia, diabetes

9.1.1. Juvenile Arthritis, leukemia, nephritis, anemia, Tourette's syndrome, etc.

9.2. Time lost from learning due to medical care

9.2.1. Dr's visits

9.2.2. Taking medications during school hours

9.3. Accomodation implemented by IEP team

9.3.1. Movement reduction, care in movement, lowered stress levels in class

9.3.2. avoidance of loud noises, special seating, Jennifer has Aspergers and ADHD and her senses can start running wild, leading to uncontrollable meltdowns. Her senses are quickly overloaded, therefore she is seated away from the door and windows. A curtain shades her. She is allowed to wear silencing earphones almost throughout the day,except when she should be participating. If she is feeling wound up, she gives her teacher a hand signal and she is allowed to take a walk to the end of the school, drink some water from the fountain and come back. With her new plan, her meltdown are reduce from 2/week to one a month.

9.3.3. first aid in case of attack, safety planning

9.3.4. Guaranteed learning at time of long absence/hospitalization Assignment brought from school to home/hospital Transition planning when child returns

10. Specific Learning Disability

10.1. Problems with reading, writing, listening, speaking and reasoning skills

10.1.1. Trouble learning alphabet, rhyming words, mistakes when reading aloud, not understanding reading, learning vocabulary

10.1.2. Trouble understanding jokes, sarcasm, following directions, organizing materials, not knowing how to begin task Social learning strategies by Garcia Winner

10.2. Dyslexia, dysgraphia, dyscalcula

10.2.1. Mispronouncing, confused with math symbols, misreading numbers

10.2.2. Spelling problems, messy writing, trouble expressing ideas in writing, trouble retelling a story in order break down concepts into chunks

10.3. Early diagnosis and training by specialist and parents

10.4. School

10.4.1. special school materials and color-coding

10.4.2. More time allowed for tests, simplified directions

10.4.3. Assistive technology,

11. Speech/Language Impairment SLP

11.1. Articulation problems, fluency disruption, voice abnormalities, language expression disruption

11.1.1. Check hearing first! Lispsing, not able to make certain sounds, stutter, raspiness, nasal sound, inappropriate grammatical patterns, inability to follow directions,...

11.2. How does your Child hear and Talk?

11.3. Early Intervention, IFSP

11.3.1. Helping IFSP individual family service plan Therapists and Family work closely

11.4. Educational considerations: Speech/language pathology service

11.4.1. Impairment identification, appraisal of impairment, referral, counseling of parents children and teachers.

11.5. Teachers

11.5.1. Assistive technology

11.5.2. Learn about this ability, recognize student strengths and interests, IEP, accommodations for classroom, testing time, seating, Break down information into chunks

12. Traumatic Brain Injury (TBI)

12.1. Signs: Disabilities, difficulty syncing, social, behavioral, or emotional problems

12.2. Difficulties thinking, reasoning, understanding words, remembering things, paying attention, problem-solving, thinking abstractly, talking, behaving, walking and other physical activities, seating, hearing and or learning

12.3. School

12.3.1. Dealing with child, who remembers how it was before accident is difficult

12.3.2. Plan return to school with parents, teachers, therapists, councelor/psychologist. Usage of IEP Use integration strategies to re-integrate the child in the classroom

12.3.3. Teachers: Do you constructions one step at a time, show students how to perform new tasks, consistent routine, people checklist, reteach, repeat

12.4. CASE: Teri fell off a wall onto the back of her head, when she was 3. The traum to the lower back of her head seemed to heal after a few days. The parents noted, that she had trouble sitting at the dinner table or anywhere for longer than 5 minutes unless she was drawing, which she loved. Wenn she got into school ADHD was diagnosed and also discalculia, spacial problems and poor reading skills. The little girl could already speak three languages, though. ADHD drugs didn't work. The damage to the lower brain had caused a bad connection to her executive functions center. All learning problems stemmed from lack of concentration. Computer learning programs, that held her interest were the answer to most of her learning problems. A Time-Timer also helped her stay on track while doing activities and homework.Medically, she is receiving Bio-Feedback training.

13. Visual Impairment, including blindness

13.1. Types: Strabismus, cataracts, retinitis pigmentosa, colomba, rheumatism-uveitis, optic nerve damage, cortical visual impairment

13.1.1. American Foundation for the Blind Early Intervention and SE!

13.2. Vision loss undetected will delay development in a wide range of skills

13.2.1. Important is touching, listening, smelling, tasting, and the vision that they have Assistance of parents, friends, caregivers, educators must be included in therapy

13.3. National Eye Institute:

13.4. Children's teaching should be centered on all senses.

13.4.1. Do you smell the flowers, here are the birds, feel the soft bunny? CASE: Nina is Persian and was born an albino. The pediatrician didn't tell the parents that the child should be protected from the sun. By the time she came into first grade, 65% of her vision was gone. She received a machine at her school desk, that magnifies everything she sees. She learned to type Braille very quickly and was able to do her assignments properly . The children in her class knew everything about her and made sure that she was safe moving around the school, especially during fire drills.

13.5. Signs: Crossed eyes, bulging eyes, eye pupil size differences, strange formation of pupil, covering one eye, clumsiness, squinting, eye rubbing, face crunching, sitting too close to objects, avoiding tasks that require a good vision

13.5.1. Teachers should be aware of the symptoms, recognize strain during class, providing appropriate breaks Adapt classroom environment to insure safety Teach other students to assist Use Braille, speak clearly, don't surprise child Get assistance from ILP team

14. TEACHERS Responsibilities

14.1. Maintain a positive learning environment

14.1.1. Concentrate on social learning

14.1.2. Use projects that involved all children

14.2. Use materials/textbooks in other formats

14.3. Seek help of a paraprofessional in the classroom

14.4. Dealing with student

14.4.1. Know the needs, play to the strengths Motivate and lead to success

14.4.2. Keep organized by adhering to the ILPs

14.4.3. Seek cooperation and support from parents Seek cooperation from school staff team

15. Auditive Impairment

15.1. Causes are not fully understood.

15.2. May affect ability to pinpoint where the sound is coming from, tell which sound comes before another, differentiating sounds from one another (70 ? 17), understand speech with background noise, remember instructions, enjoy music

15.3. Difficulty bonding to sound, understanding things told, concentrating, expressing self with speech.

15.3.1. Managing disorder: auditory training. Reduce echo in rooms at home and school. Switch off radios and other noise sources. Noise cancelling headphones with a receiver, while teacher wears microphone. Teachers/others should speak only when they have student's attention, face to face, speak clearly and slowly, emphasise key points when speaking, repeat if necessary.

15.4. Auditory Processing Disorder is when the hearing caused by the brain is not processing sounds in the normal way.

16. References Auditory processing disorder - NHS Choices. (2015, May 20). Retrieved May 20, 2017, from Categories of Disability Under IDEA | Center for Parent Information and Resources. (2012, March). Retrieved from