1. Orthopedic impairment
1.1. Students with have severe orthopedic impairments like tuberculosis, cerebral palsy, multiple sclerosis , or amputations. Adversely affects a child’s educational performance.
1.1.1. Get an IEP plan that you can know the goals and strategies that were planned
1.1.2. Use of Assistive Technology depending on the impairment – wheelchairs, electronic touch screens
2. Other health impairment
2.1. Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that 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.
2.1.1. Try to learn more about the health impairment of the student to know when to get the nurse
2.1.2. Provide assignments for when student may be absent form school
3. Specific learning disability
3.1. A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.
3.1.1. Teach organization skill, study skills, and learning strategies
3.1.2. Break tasks into smaller steps, giving both written and verbal instructions
4. Speech or language impairment
4.1. A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
4.1.1. Use Assistive Technology like an electronic communication device
4.1.2. Consult with others (especially the speech language pathologist) to find out teaching strategies and ways to adapt the curriculum for the specific needs of the child
5. Visual impairment, including blindness
5.1. An impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
5.1.1. Use Adaptive Technologies such as recording devices for classroom lectures
5.1.2. Sep up the classroom consistently and consider having raised floor tiles installed to help visually impaired students move safely in the classroom
6. Multiple disabilities
6.1. Refers to “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.
6.1.1. Allow partial participation – Students will not be excluded but the activity may be modified
6.1.2. Use Assistive Technology like a computer, alternative communication tools like a picture board, and digital, recorded, visualized class materials
6.1.3. Encourage the student independence and support transition planning
7. Traumatic brain injury
7.1. An injury to the brain caused by the head being hit by something or shaken violently. This injury can change how the person acts, moves, and thinks. This does not include people who are born with a brain injury.
7.1.1. Have consistent routines. This will help the student to know what to expect
7.1.2. Give the student more time to finish schoolwork and tests
7.1.3. Give directions one step at a time. For tasks with many steps, it helps to give the student written directions
8. Autism
8.1. Autistic children have problems communicating with others, relating with people, find it hard to adjust to changes and being in unfamiliar environments, and usually employ repetitive movements or behaviors to cope.
8.1.1. Use visual cues to help the student understand when it is time to speak, listen, change activity
8.1.2. Ask sympathetic students to help the child during stressful times like lunch and break time, group work, PE, and transition between classrooms.
9. Deaf-blindness
9.1. Deaf-blindness is the condition of little or no useful sight and little or no useful hearing.
9.1.1. Assistive Listening Devices – A microphone for the teacher or a group mic for discussions
9.1.2. Reading machines – Devices that increase the size of font and reduce glare to make text easier to read
9.1.3. Interpreters – Depends on student needs but visual (American Sign Language), oral, or tactile like in the picture
10. Deafness
10.1. A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification
10.1.1. Sit the student at the front seat so he/she can lip read and hear better
10.1.2. Sharing class notes so student can focus on class
10.1.3. Use captioned videos
11. Developmental delay
11.1. Children ages 3-9, the term developmental delay, means a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development.
11.1.1. Early Intervention Services are for children under 3 are usually free or based on family income
11.1.2. Special Education Service are for children older than3 and are provided by your local public school
12. Emotional disturbance
12.1. A child that has one or more of the following symptoms for a long time that adversely affects a child's educational performance. The symptoms are a) Inability to learn not explained by intellect, sensory, or other health factors b) Inability to build or maintain relationships with peers or adults c) Inappropriate behaviors or moods under normal circumstances d) Generally unhappy or depressed e) Developing physical symptoms or fear of things personal or school related
12.1.1. Get psychological or counseling services for the student
12.1.2. Provide opportunities for students with emotional disabilities to assume class responsibilities, such as distributing papers.
12.1.3. Give examples of ways general education peers can help students with emotional disabilities, such as how to ignore inappropriate behaviors.
13. Hearing impairment
13.1. A partial or total inability to hear. An affected person may be described as hard of hearing. A deaf person has little to no hearing. In children hearing problems can affect the ability to learn language.
13.1.1. Use captioned videos
13.1.2. Sharing class notes so student can focus on class
13.1.3. Sit the student at the front seat so he/she can lip read and hear better
14. Intellectual disability
14.1. Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills.
14.1.1. For babies and toddlers- The Early Intervention plan can help make an Individualized Family Service Plan.
14.1.2. Teachers and parents can help a child work on the adaptive skills at both school and home. These skills include: communicating with others, taking care of personal needs, health and safety, social skills, reading, writing, and basic math.