Disability categories Under IDEA

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Disability categories Under IDEA by Mind Map: Disability categories Under IDEA

1. High Incidence Disability (80% of disability students)

1.1. Speech and Language Impairment

1.1.1. Communication disorder that affects a child's education, e.g. shuttering

1.1.2. Shuttering

1.1.3. Impaired articulation

1.1.4. Language or voice impairment

1.1.5. Teaching Strategies Enhance effective communication Assist children with voice disorder

1.1.6. Assistive Disabilities Audio books First words

1.2. Learning Disabilities

1.2.1. Disorder in one or more basic psychological process, this may result in students inability to speak, write, or think properly

1.2.2. Brain injury

1.2.3. Dyslexia

1.2.4. Perpetual disabilities

1.2.5. Teaching Strategies Break long activities into bits Present limited amount of information at once

1.2.6. Assistive Technology Audio books Onscreen keyboards Voice recognition software Screen reading software

1.3. Emotional disturbance

1.3.1. This is an inability to build or maintain satisfactory interpersonal relationships with peers and teachers. It could also be a general mood of depression or unhappiness.

1.3.2. Physical features of fear

1.3.3. Depression

1.3.4. Perpetual disabilities

1.3.5. Teaching strategies Allow time for relaxation Use role-playing situations EStablish a queit area

1.3.6. Assistive Technology Word processing software Wii

1.4. Mild intellectual disabilities

1.4.1. Below average functioning (IQ 55-70) General accommodations and modifications for students with High-Incidence disabilities

1.4.2. Foster listening skills

1.4.3. Creates opportunities for social interaction

1.4.4. Make changes to classroom evironment

1.4.5. Teaching Strategies Teach one thing at atime Teach in small groups

1.4.6. Assistive Technology Communicatiors Communication boards

2. Low Incidence Disability (20%of all disability students)

2.1. Hearing impairment

2.1.1. This is a partial or total inability to hear or permanent or fluctuation impairment in hearing but not necessarily deafness

2.1.2. Permanent or fluctuation impairment in hearing in hearing but not deafness

2.1.3. Teaching Strategies Inclusion with non-disabled students Important component of educational learning

2.1.4. Assistive Technology Computers Hearing aids Auditory training services

2.2. Multiple disabilities

2.2.1. Cannot be accommodated by special education services solely for one impairment, some students may be gifted in a subject

2.2.2. Cannot be accommodated by special education services

2.2.3. Teaching Strategies Captioned films of videos Regular speech, language and auditory training from specialist Use of amplification systems

2.2.4. Assistive Technology Visual assistant Smart boards Intelli tools

2.3. Other Health Impairment

2.3.1. Having limited strength, vitality, or alertness due to chronic or acute health problems.

2.3.2. Students who suffer from acute tuberculosis sickle cell anaemia rheumatic fever

2.3.3. Teaching Strategies Allow extra time to complete test or assisgnment Make clear schedule

2.3.4. Assistive technology Personal digital assistance Computer program

2.4. Deafness-Blindness

2.4.1. Combination of hearing and visual impairments such as; severe communication and educational problems.

2.4.2. Combination of visual and hearing impairment

2.4.3. Teaching Strategies American Sign Language (ASL) Finger spelling Picture symbol Signed English

2.4.4. Assistive Technology Captioned eductional media Voice to print technology Assistive learning system

2.4.5. Teaching Strategies

2.4.6. Assistive Technology Calculators Hearing aids Computers Real time

2.5. Deafness

2.5.1. The condition of being unable to hear

2.5.2. Hearing impairment that affects linguistic processing through hearing

2.5.3. Teaching Strategies Assisting Device (e.g. listening and alerting system Scramble for notes Note taker

2.5.4. Assistive Technology

2.6. Orthopedic Impaiment

2.6.1. This impairments is caused by congenital anomaly and fractures or burns that cause contractures

2.6.2. Disease bone turberculosis

2.6.3. Cerebral palsy

2.6.4. Amputations

2.6.5. Teaching Strategies Focus instruction on development of gross motor skills Assign special seating arrangement

2.6.6. Assistive Technology Walkers Wheelchairs Specialized chairs and tables

2.7. Austisms Spectrum Disorder

2.7.1. This disability affects verbal and nonverbal communication and social interaction.

2.7.2. Developmental disability affecting verbal and nonverbal communication

2.7.3. Teaching Strategies Facilitate initial interaction Analyze task Prioritize social interaction skills

2.7.4. Assistive Technology Video taping Digital camera Document scanners

2.8. Deafness

2.8.1. Hearing impairment

2.8.2. Teaching Strategies Note taker Assisting device (e.g. listening and alerting system Scramble for notes

2.8.3. Assistive Technology Voice to print technology Assistive learning system Captioned educational media

2.9. Mental Retardation

2.9.1. This is an intellectual functioning level that is well below average and significant limitations in daily living skills. It appears in children under 18, and it affects a child's educational performance

2.9.2. Teaching Strategies Provide verbal and written instructions Make questions short Shorten assignment dividing them into parts

2.9.3. Assistive Technology Day planner Timers Wathches Memory logbooks

3. Modifications for Students with High Incidence Disabilities

3.1. Foster listening skills

3.2. Make changes to classroom environment

3.3. Create opportunities for social interaction

3.4. Create a behavioural management system

4. Modifications for Students with High Incidence Disabilities

4.1. Individualize learning

4.2. Make changes to classroom environment

4.3. Match expectations to curricular

4.4. Objectives and instruction

4.5. Allow schedule breaks

5. Strategies for Teaching Students with Learning DIsabilities

5.1. Deficit Students

5.1.1. Pause and ask questions

5.1.2. Ask simple questions not related to the topic

5.1.3. Randomly pick students who will answer the question

5.1.4. Stand close to students

5.1.5. Touch students on the shoulder ass you teach

5.1.6. Use a soft voice to give direction

5.2. Cognitively Impulse Students

5.2.1. Provide as much positive attention as possible

5.2.2. Make clear social rules

5.2.3. Discusss with students showing them similarities between teacher and student

5.2.4. Have students repeat questions before answering

5.2.5. Keep assignment short

5.2.6. Teach students self talk

5.3. Classroom Accommodations

5.3.1. Difficulty following plans Have students set clear timelines of what needs to be accomplished Use question strategy

5.3.2. Difficulty sequencing Breakup task into oobtainable steps Provide examples of steps

5.3.3. Difficulty following instructions Try to gain students attention Quietly repeat direction to student

5.3.4. Difficulty completing asssignment List all necessary steps required to complete task Reduce assignment into managable bits

5.3.5. Difficulty with test taking Allow extra time for test Use clear test forms

5.3.6. Confusion from reading material Provide student with a copy of presentation note Encourage use of tape recorder

5.3.7. Dificulty sustaining attention Reward attention Breakup activities int small units

5.3.8. Difficulty to remain seated in one position Give students frequent opportunities to move around Allow space for movement