Special Education

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Special Education por Mind Map: Special Education

1. Deafness

1.1. a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification

1.2. Accommodations and assistive technology: provide written alternatives to lectures, a seat near the front if a student can lip read, borrowed notes from peers, TV captions, reduce vision distractions

1.3. https://www.youtube.com/watch?v=HVKEnGCLb-g

2. Deaf-blindness

2.1. simultaneous visual and hearing impairment

2.2. causes severe communication, development and emotional needs

2.3. students should be accommodated in special education programs solely for deafness and blindness

2.4. learning by DOING

2.5. Accommodations and assistive technology: student must bond with instructor/s and feel safe, help physically move through activity to demonstrate, adapt lesson content to words that can be demonstrated and applicable to students life

2.6. https://www.youtube.com/watch?v=d8Hdbi5slCg

3. Developmental delay

3.1. Delays in

3.1.1. physical development

3.1.1.1. Accommodations and assistive technology: have appropriate sized furniture

3.1.2. cognitive development

3.1.2.1. Pair student with peers, use age-appropriate materials

3.1.3. communication

3.1.3.1. Use graded language without harsh tones, provide patient explanations and support

3.1.4. social development

3.1.4.1. Encourage students to sit/interact with others

3.1.5. emotional development

3.1.5.1. Explain and discuss emotions - in stories, in real life, at home

3.2. https://www.youtube.com/watch?v=GBTVRWpDgJg

4. Autism

4.1. significantly affects verbal and nonverbal communication and social interaction

4.2. characteristics: "engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences."

4.3. CASE STUDY: Michael http://uk.qatrain2.eu/case-studies/group-work-activities-autistic-spectrum-disorder

4.3.1. Michael has Asperger's, which affects his interpersonal skills. Much of the course was individual work, but there was an element on group work for final assessments. He had trouble with social interactions, and some students complained.

4.3.2. The teacher explained about physical boundaries and appropriate behavior. She also gave his peers more information about his disorder so they could understand

4.3.3. Accommodations and assistance: Michael was able to complete assignments that were of equal content on his own, as the class was not testing interpersonal skills, but content knowledge and competency

4.4. https://www.youtube.com/watch?v=GBTVRWpDgJg

5. Emotional disturbance

5.1. a long period of times and a high degree of

5.1.1. an inability to learn

5.1.2. an inability to build relationships

5.1.3. inappropriate behavior and feelings

5.1.4. general unhappiness/depression

5.1.5. physical symptoms & fears of people and school

5.2. includes schizophrenia

5.3. CASE STUDY: Roger http://uk.qatrain2.eu/case-studies/visual-activities-mental-health-difficulties

5.3.1. Roger has schizophrenia and in an electronics class, was unable to focus and constantly interrupting, which could be dangerous

5.3.2. Accommodation & assistive technology - tape recorder, assignment buddy, use of mobile phone to video demonstrations, private sessions with teacher

5.4. https://www.youtube.com/watch?v=KcxPQ3AYpqo

6. Hearing impairment

6.1. an impairment in hearing that affects performance, but not as severe as deafness

6.2. Accommodations and assistive technology: find a student who will share notes, provide speech-to-text software when possible, allow student to present work in alternative methods, reduce vision/auditory distractions

6.3. https://www.youtube.com/watch?v=nCKAJ_H0rPw

7. Intellectual disability

7.1. subaverage intellectual functioning with concurrent adaptive behavior problems

7.2. CASE STUDY: Rose http://uk.qatrain2.eu/case-studies/ict-e-learning-activities-and-learning-disability

7.2.1. Rose has Down’s Syndrome and is studying ‘An Introduction to IT’, has some difficulty with her short-term memory and concentration levels, she can sometimes get stressed when she’s unable to remember the details of what she’s supposed to be doing in class

7.2.2. Accommodation & assistive technology - additional explanations provided, supplements with printed off screenshots of the process that is being taught, written directions for homework assignments via email, self organizing strategies by making effective use of technology, e.g. making use of notes, the calendar, task lists etc using MS Outlook

7.3. https://www.youtube.com/watch?v=R6M6229c1YI

8. Multiple disabilities

8.1. concurrent impairments that cause severe educational needs which cannot be accommodated by treatment for one disability

8.2. does not include deaf-blindness

8.3. Accommodations and assistive technology: as each student is different in their combination of disabilities and severity, a mixture of accommodations/technology from other disabilities is necessary

8.4. https://www.youtube.com/watch?v=xKqN21OdsLQ

9. Orthopedic impairment

9.1. severe enough to affect performance

9.2. caused by disease or other (amputations, burns, etc)

9.3. Accommodations and assistance: adapted equipment (like a different chair), a computer if the student has trouble hold a pencil or writing

9.4. https://www.youtube.com/watch?v=1svpoJyC2OI

10. Other health impairment

10.1. having limited strength, vitality or alertness

10.2. due to chronic health problems

10.3. affects child's performance

10.4. Accommodations and assistive technology: peer notes sharing, computers if student has trouble physically writing, rest periods

10.5. https://www.youtube.com/watch?v=f2C8KxGCfTw

11. Specific learning disability

11.1. affects understanding/use of language (spoken/written)

11.2. inability to listen, think, speak, read, write, spell, do math

11.3. includes brain injury, dysfunction, dyslexia

11.4. CASE STUDY: Steve and Vanessa http://uk.qatrain2.eu/case-studies/literacy-related-activities-and-dyslexia

11.4.1. Both Steve and Vanessa are taking a photography course, which requires note-taking, research and presentations. They both have dyslexia, yet experience it differently.

11.4.1.1. Steve has difficulty reading and writing

11.4.1.2. Vanessa has trouble with spelling and short-term memory

11.4.2. Accommodations for Steve: a scribe to take notes in theory sessions, use of a digital recorder to back up the notes, use of a PC installed with speech recognition software and a separate room for exams.

11.4.3. Accommodations for Vanessa: a spellchecker installed on her laptop, use of a digital recorder to make notes, allowed to submit video presentation of project

11.4.4. Both allowed extra time on tests

11.5. https://www.youtube.com/watch?v=PG7ub6gz5AY

12. Speech or language impairment

12.1. a communication disorder such as stuttering, impaired articulation, language/voice impairment

12.2. Accommodations and assistive technology: use kinesthetic and visual activities, alternative means of presenting work (one-on-one or prerecorded), reduce distractions

12.3. https://www.youtube.com/watch?v=BLuZdiX7Wrg

13. Traumatic brain injury

13.1. acquired injury to the brain resulting in disability or impairment

13.2. could include impairments in cognition, language, memory, attention, reasoning, abstract thinking, etc.

13.3. Accommodations and assistive technology: extra time for tests and assignments, a recorder to tape lectures, peer notes sharing, alternatives to presenting/reading aloud

13.4. https://www.youtube.com/watch?v=7BkHHPSf1bg

14. Visual impairment including blindness

14.1. an impairment in vision, even with correction, that affects a child's performance

14.2. includes partial sight and blindness

14.3. Accommodations and assistance: large print books/texts, seating nearest the front, a braille machine, student tutors/buddies

14.4. https://www.youtube.com/watch?v=CYaSnnEoZf0