M2U4A3: Learning Disabilities and Teaching Strategies by Tiffany Falzon

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M2U4A3: Learning Disabilities and Teaching Strategies by Tiffany Falzon by Mind Map: M2U4A3: Learning Disabilities and Teaching Strategies by Tiffany Falzon

1. Developmental Delay

1.1. Modifications

1.1.1. Extended time for assignments/tests

1.1.2. Repeated review or drills

1.1.3. Shortening assignments

1.1.4. Use visuals and demosntratios

1.1.5. Utilize multisensory materials

1.1.6. Use Mnemonic devices

1.1.7. Tape lectures

1.1.8. Adjust seating to minimze distraactions

1.1.9. Use large print material

1.1.10. Provide instructons in multiple forms

1.1.11. Provide study sheets/handouts

1.1.12. One-on-one assistance

1.1.13. Add additional breaks

1.2. Technology

1.2.1. Portable recording devices

1.2.2. Label makers

1.2.3. Talking watches

1.2.4. Photo device/camera

1.2.5. Planning and Execution Trainer

1.2.6. Mem-X Digital Recorder

1.2.7. Picture planner

1.2.8. Intellikeys

1.2.9. Write: Out Loud

2. Deafness

2.1. Modifications

2.1.1. Use of visuals

2.1.2. Utilization of sign language

2.1.3. Adjust room for noise reverberation

2.1.4. Special lighting

2.1.5. Proper distance and access to visuals/teacher

2.1.6. Modify reading and writing assignments

2.1.7. Adapt verbal curriculum

2.1.8. Implement buddy system

2.1.9. Visual/Tactile/Gustatory/Olfactory activities

2.1.10. Written announcements

2.2. Technology

2.2.1. TTY

2.2.2. Speech to text sotware

2.2.3. Videos with captioning

2.2.4. Visual alarms

3. Deaf-Blindness

3.1. Modifications

3.1.1. One-on-one instruction/small groups

3.1.2. Increased Safety

3.1.3. Utilization of tactile/gustatory/olfactory activities

3.1.4. Utilizing routine

3.1.5. Use of modified sign language, objects, and gestures (that can be felt)

3.2. Technology

3.2.1. TTY

3.2.2. Deaf-Blind Communicator

3.2.3. IP Phone Access

3.2.4. Braille note takers

3.2.5. Tactile Graphics Technology

4. Autism

4.1. Modification

4.1.1. Increase visuals

4.1.2. Use models

4.1.3. Color code informatiom

4.1.4. Make processes/activities clear with designated signs/folders

4.1.5. Include sensory activities

4.1.5.1. Fidget toys

4.1.5.2. Monkey bars

4.1.6. Social stories and scripts

4.1.7. Provide student choice and control

4.1.8. Limit distractions

4.1.9. Visually ID boundaries

4.1.10. Design class with close proximity to materials/teacher

4.1.11. Use a buddy system

4.1.12. Role-play

4.1.13. Use a high level of consistency

4.2. Technology

4.2.1. Fidget toys

4.2.2. Special lighting, smells, and sounds

4.2.3. Tablet

4.2.3.1. Communication

4.2.3.2. Handwriting practice

4.2.3.3. Sounds, visuals and learning games

5. Hearing Impairment

5.1. Modification

5.1.1. Adjusted seating

5.1.2. Reduce visual distractions

5.1.3. Visual alarms

5.1.4. Special ilghting

5.1.5. Provide extra time to process info/respond/complete tasks

5.1.6. Use ASL/interpreter

5.1.7. Use visuals

5.1.8. Speech to text

5.2. Technology

5.2.1. Hearing device

5.2.2. FM system/auditory trainer

5.2.3. Sound-fied system

5.2.4. TTY

5.2.5. TV with captioning

6. Emotional Disturbance

6.1. Modification

6.1.1. Create social interaction goals

6.1.2. Use role-playing

6.1.3. Adjust seating to promote social interaaction

6.1.4. Set clear rules and expectations using interesting visuals

6.1.5. Boost the engaging stimuli in the environment

6.1.6. Increase consistency

6.1.7. Set limits and stick to them

6.1.8. Heighten the structure

6.1.9. Make sure the rules are clearly visible

6.1.10. Use a "cue" word to designate unwanted behavior

6.2. Technology

6.2.1. iPod/Stereo

6.2.2. Talklight

6.2.3. Wii

6.2.4. Funmaths

6.3. Case Study: Megan

7. Intellectual Disability

7.1. Modification

7.1.1. Extra quiet workspace

7.1.2. Use functional activities

7.1.3. Utilize frequent repetition

7.1.4. Heighten safety measures

7.1.5. Use "learn by doing" activities

7.1.6. Be consistent

7.1.7. Change activities often

7.1.8. Alternate activity styles

7.2. Technology

7.2.1. Communication technology

7.2.2. Audi/visual system

7.2.3. Audiobooks

7.2.4. Modified clocks

7.2.5. Electronic worksheets

7.2.6. Proofreading programs

7.2.7. Speech to text devices

7.2.8. Talking calculators

7.2.9. Tape recorders

8. Multiple Disabilities

8.1. Modification

8.1.1. Increased safety

8.1.2. Adjusted seating

8.1.3. Provide extra assistance

8.1.4. Provide variety of sensory activites

8.1.5. Use repetition

8.1.6. Be consistent/have a routine

8.1.7. Combine techniques for other disabilities based on student needs

8.2. Technology

8.2.1. TTY

8.2.2. Audio/visual system with captioning

8.2.3. speech to text device/text to speech device

8.2.4. Mobility devices

8.2.5. Combine various forms of technology for other disabilities based on student needs

9. Orthopedic Impairment

9.1. Modification

9.1.1. Adjusted seating

9.1.2. Special furniture

9.1.3. Help with note taking/writing aids

9.1.4. Additional motor skill activities

9.1.5. Additional time to finish tasks

9.1.6. Speech to text use

9.1.7. Buddy System

9.2. Technology

9.2.1. Speech to text program

9.2.2. Communication devices

9.2.3. Adjusted keyboards and mice

10. Other Health Impairment

10.1. Modification

10.1.1. Adjust lessons for care services

10.1.2. Increase safety

10.1.3. Ensure access to health materials

10.1.4. Provide additional time to complete tasks

10.1.5. Coordinate with other care providers

10.1.6. Adjusted seating

10.1.7. Combine modifications of other disabilities based on the students health needs and abilities

10.2. Technology

10.2.1. Speech to type

10.2.2. TTY

10.2.3. Audio/visual technology

10.2.4. Note taking devices

10.2.5. iPad's/personal use tech

11. Specific Learning Disability

11.1. Modification

11.1.1. Buddy System

11.1.2. Encourage recording of lectures

11.1.3. Give additional time to complete tasks

11.1.4. Give frequent feedback

11.1.5. Limit distractios

11.1.6. Give options for tasks

11.1.7. Provide lesson outlines

11.1.8. Use visuals

11.1.9. Shorten lectures or notes and increase word size

11.1.10. Use varied activities and games

11.2. Technology

11.2.1. Audiobooks

11.2.2. Tape recorders

11.2.3. Audio/visual technology

11.2.4. Calculators

11.2.5. Talking calculators

11.2.6. Personal listening system

11.2.7. Electronic organizers

11.2.8. Adjusted keyboards

11.2.9. Text to speech/speech to text programs

11.2.10. Alarms

11.3. Case Study: Ellie

12. Speech/Language Impairment

12.1. Modification

12.1.1. Increase interactive communication activities

12.1.2. Add active listening activities

12.1.3. Use more open-ended questions

12.1.4. Include a speech therapist

12.1.5. Speak directly to the individual

12.1.6. Buddy system

12.1.7. Give options for competing tasks

12.1.8. Use gestures and modeling

12.2. Technology

12.2.1. Hearing loop system

12.2.2. FM system

12.2.3. Personal amplifiers

12.2.4. Personal keyboards

12.2.5. Touchscreen devices

12.2.6. Speech-generating devices

12.3. Case Study: Bryanna

13. Traumatic Brain Injury

13.1. Modification

13.1.1. Provide extra time to complete tasks

13.1.2. Encourage lecture recording

13.1.3. Provide outlines for material

13.1.4. Note taking assistance

13.1.5. Grade less strictly

13.1.6. Provide options for completing activities/tasks

13.1.7. Adjust seating

13.1.8. Avoid high pressure situations/exempt from stressful tasks

13.1.9. Permit use of outside sources

13.1.10. Provide instructions in multiple forms and give examples

13.1.11. Give extended breaks

13.1.12. Minimize distractions

13.1.13. Provide extra assistance

13.1.14. Pace out work, don't ask for too many assignments to be competed congruently

13.1.15. Use simplified, large print material

13.1.16. Give a checklists for activities

13.1.17. Consider a buddy system

13.1.18. Special furniture

13.2. Technology

13.2.1. Audio/visual recorders

13.2.2. Persona computers/touchscreen tech

13.2.3. Visual assistant tech

13.2.4. Electronic organizers/alarms

13.2.5. (Adjusted) keyboards

13.2.6. Text to speech applications

13.2.7. Mobility technology

13.2.8. Other technologies that may assist with physical by-products of TBI: hearing, audio, visual and mobility assistance

14. Visual Impairment (Including Blindness)

14.1. Modification

14.1.1. Hands-on experiences

14.1.2. Use of touchabe models

14.1.3. Braille

14.1.4. Large print, simplified handouts or visuals

14.1.5. Detailed verbal instructions

14.1.6. Buddy System

14.1.7. Give extra time to complete activities or respond

14.1.8. Allow verba responses instead of written ones

14.1.9. Reduce written work

14.1.10. Provide verbal descriptions or narrations of viewabe material

14.1.11. Conduct more experiential activities

14.1.12. Encourage audio recording of lectures

14.2. Technology

14.2.1. Text to speech technology

14.2.2. Audio recording devices

14.2.3. Tactile graphics

14.2.4. Modified note taking technology

14.2.5. Personal tablets

14.2.6. Audiobooks

15. Sources Cited

15.1. Academic Accommodations for Students with Learning Disabilities. (2004). Retrieved December 18, 2016, from University of Washington, http://www.washington.edu/doit/sites/default/files/atoms/files/Academic-Accommodations-Learning-Disabilities.pdf

15.2. Accommodations and modifications at a glance: Educational accommodations for students who are blind or visually impaired - American foundation for the blind. (2016). Retrieved December 16, 2016, from American Foundation for the Blind, http://www.afb.org/info/programs-and-services/professional-development/experts-guide/accommodations-and-modifications-at-a-glance/1235

15.3. Accommodations for students with hearing loss. (2012, August ). Retrieved December 18, 2016, from Supporting Success for Children with Hearing Loss, http://successforkidswithhearingloss.com/relationship-hl-listen-learn/accommodations/

15.4. Assistive devices for people with hearing, voice, speech, or language disorders. (2014, July 3). Retrieved December 18, 2016, from National Institute of Deafness and Other Communication Disorders, https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

15.5. Assistive technology - emotional disturbance. Retrieved December 18, 2016, from Emotional Disturbance, http://education4ed.weebly.com/assistive-technology.html

15.6. Assistive technology for individuals with developmental disabilities (DD) or traumatic brain injuries (TBI). (2014). Retrieved December 18, 2016, from Accessible Technology Coalition, http://atcoalition.org/article/assistive-technology-individuals-developmental-disabilities-dd-or-traumatic-brain-injuries-t

15.7. Assistive technology for individuals with traumatic brain injury. (2015). Retrieved December 17, 2016, from Brainline, http://www.brainline.org/content/2011/04/assistive-technology-for-individuals-with-traumatic-brain-injury-tbi.html

15.8. Assistive technology for students with TBI. Retrieved December 17, 2016, from University of Oregon, http://cbirt.org/tbi-education/assistive-technology/assistive-technology-students-tbi/

15.9. Bhattacharyya, A. (2009). DEAF-BLIND TECH GADGETS IN EDUCATIONAL SETTINGS. Retrieved December 18, 2016, from http://documents.nationaldb.org/products/dviqanindya.pdf

15.10. Classroom modifications and accommodations for students with learning disabilities. Retrieved December 18, 2016, from The Learning Disabilities Association of Texas, http://www.ldatx.org/ld_info/accommodations.html

15.11. Dominica, S. (2011, January 28). Different modifications for students with an intellectual disability for the classroom or at home. Retrieved December 18, 2016, from Bright Hub Education, http://www.brighthubeducation.com/special-ed-learning-disorders/104639-modificatons-for-students-with-intellectual-disabilities/

15.12. Emotional behavioral disorder: Accommodations and modifications. (2012, July 12). Retrieved December 18, 2016, from A Child With Needs, http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/

15.13. Heckendorf, S. (2009). Assisstive technology for individuals who are deaf or hard of hearing. Retrieved December 18, 2016, from http://www.wati.org/content/supports/free/pdf/Ch13-Hearing.pdf

15.14. Johnson, C. D. (2014). IEP/504 Checklist: Accommodations and modifications for students who are deaf and hard of hearing. Retrieved December 18, 2016, from http://www.handsandvoices.org/pdf/IEP_Checklist.pdf

15.15. Kreutzer, J., & Hsu, N. (2015). Accommodations guide for students with brain injury. Retrieved December 18, 2016, from Brainline Kids, http://www.brainline.org/content/2011/10/accommodations-guide-for-students-with-brain-injury.html

15.16. Lofland, K. (2016). The use of technology in treatment of autism spectrum disorders. Retrieved December 16, 2016, from Indiana University Bloomington, https://www.iidc.indiana.edu/pages/the-use-of-technology-in-treatment-of-ausm-spectrum-disorders

15.17. Moss, K. (1995, January ). Teaching strategies and content modifications for the child with deaf-blindness. Retrieved December 18, 2016, from http://www.tsbvi.edu/seehear/archive/strategies.html

15.18. Multiple Disabilities. (2013, August ). Retrieved December 18, 2016, from Center for parent information and resources, http://www.parentcenterhub.org/repository/multiple/

15.19. Other Health Impairment. (2015, July ). Retrieved December 18, 2016, from Center for parent information and resources, http://www.parentcenterhub.org/repository/ohi/

15.20. Speech or Language Impairment (SLI). (2016). Retrieved December 18, 2016, from Do2Learn: Educational resources for special needs, http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html

15.21. Stanberry, K. (2012, June 11). Assistive technology for kids with learning disabilities: An overview. Retrieved December 18, 2016, from Reading Rockets, http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

15.22. Strom, E. (2014). Common modifications and accommodations. Retrieved December 18, 2016, from Understood, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

15.23. Students with orthopedic Impairments: Common characteristics, classroom modifications & Assisstive technology. (2010, May 14). Retrieved December 18, 2016, from Bright Hub Education, http://www.brighthubeducation.com/special-ed-physical-disabilities/71266-common-classroom-modifications-for-students-with-orthopedic-impairments/

15.24. Teaching students with orthopedic impairment. (2010, May 13). Retrieved December 18, 2016, from Bright Hub Education, http://www.brighthubeducation.com/special-ed-inclusion-strategies/71197-having-a-child-with-an-orthopedic-impairment-in-the-class/

15.25. Wright, K. (2001, December ). 20 Classroom Modifications for Students with Autism. Retrieved December 16, 2016, from http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdfIn-line Citation:(Wright, 2001)