1. Developmental Delay
1.1. Children are evaluated:
1.1.1. Physical development (fine motor skills, gross motor skills)
1.1.2. Cognitive development (intellectual abilities)
1.1.3. Communication development (speech and language)
1.1.4. Social or emotional development (social skills, emotional control)
1.1.5. Adaptive development (self-care skills)
1.2. Early intervention
1.2.1. Assistive technology (devices a child might need)
1.2.2. Audiology or hearing services
1.2.3. Speech and language services
1.2.4. Counseling and training for a family
1.2.5. Medical services
1.2.6. Nursing services
1.2.7. Nutrition services
1.2.8. Occupational therapy
1.2.9. Physical therapy
1.2.10. Psychological services
2. Emotional Disturbance
2.1. Types of it
2.1.1. anxiety disorders;
2.1.2. bipolar disorder (sometimes called manic-depression);
2.1.3. conduct disorders;
2.1.4. eating disorders;
2.1.5. obsessive-compulsive disorder (OCD); and
2.1.6. psychotic disorders.
2.2. Signs
2.2.1. Hyperactivity (short attention span, impulsiveness);
2.2.2. Aggression or self-injurious behavior (acting out, fighting);
2.2.3. Withdrawal (not interacting socially with others, excessive fear or anxiety);
2.2.4. Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
2.2.5. Learning difficulties (academically performing below grade level)
2.3. Important life skills that are worked with children
2.3.1. Writing
2.3.1.1. AT:
2.3.1.2. Regular pencil/pen
2.3.1.3. Pencil/pen with adaptive grip
2.3.1.4. Adapted paper (e.g. raised line, highlighted lines)
2.3.1.5. Slant board
2.3.1.6. Use of pre-written words/phrases
2.3.1.7. Templates
2.3.1.8. Portable word processors to keyboard instead of write
2.3.1.9. Computer with word processing software
2.3.1.10. Portable scanner with word processing software
2.3.1.11. Voice recognition software to word process
2.3.2. Computer Access
2.3.2.1. Keyboard with accessibility options from the operating system Word prediction, abbreviation/expansion to reduce keystrokes Keyguard Arm support Track ball/track pad/ joystick w/ on-screen keyboard Alternate keyboard that is programmable Mouth stick/head pointer with on-screen keyboard Switch with Morse code Switch with scanning Voice recognition software
2.3.3. Communication
2.3.4. Reading
2.3.4.1. Standard text at a lower reading level
2.3.4.2. Predictable books
2.3.4.3. Changes in text size, spacing, color, background color
2.3.4.4. Book adapted for page turning (e.g. page fluffers, 3-ring binder)
2.3.4.5. Use of pictures or symbols (rebus) with text
2.3.4.6. Talking electronic dictionary or computer software to pronounce challenging words
2.3.4.7. Single word scanners
2.3.4.8. Scanner with Optical Character Reading software (OCR) and talking word processor
2.3.4.9. Electronic books
2.3.5. Learning/Studying
2.3.6. Math
2.3.6.1. Abacus/ Math Line
2.3.6.2. Enlarged math worksheets
2.3.6.3. Low-tech alternatives for answering
2.3.6.4. Math "Smart Chart"
2.3.6.5. Money calculator and Coinulator
2.3.6.6. Tactile/voice output measuring devices
2.3.6.7. Talking watches/clocks
2.3.6.8. Calculator /calculator with print out
2.3.6.9. Calculator with large keys and/or large display Talking calculator
2.3.6.10. Calculator with special features (e.g. fraction translation)
2.3.6.11. On-screen/scanning calculator
2.3.6.12. Alternative keyboard programmed for math tasks
2.3.6.13. Software with cueing for math computation (may use adapted input methods)
2.3.6.14. Software for manipulation of objects
2.3.6.15. Voice recognition software
2.3.7. Recreation & Leisure Activities of Daily Living
2.3.8. Mobility
2.3.9. Vision
2.3.10. Hearing
2.3.11. Vocational Tasks
3. Hearing Impairment
3.1. Hearing loss ... does not affect a person’s intellectual capacity or ability to lear
3.2. Special services provided
3.2.1. regular speech, language, and auditory training from a specialist;
3.2.2. amplification systems;
3.2.3. services of an interpreter for those students who use sign language;
3.2.4. favorable seating in the class to facilitate lip reading;
3.2.5. captioned films/videos;
3.2.6. assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction;
3.2.7. instruction for the teacher and peers in alternate communication methods, such as sign language; and
3.2.8. counseling.
4. Intellectual Disability
4.1. when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child
4.2. Early intervention is availabe
4.3. Individualized Family Learning plan
4.4. Work on various skills that child needs for life
4.4.1. communicating with others;
4.4.2. taking care of personal needs (dressing, bathing, going to the bathroom);
4.4.3. health and safety;
4.4.4. home living (helping to set the table, cleaning the house, or cooking dinner);
4.4.5. social skills (manners, knowing the rules of conversation, getting along in a group, playing a game);
4.4.6. reading, writing, and basic math; and
4.4.7. as they get older, skills that will help them in the workplace.
4.5. Signs
4.5.1. have trouble thinking logically.
4.5.2. sit up, crawl, or walk later than other children;
4.5.3. not understand how to pay for things,
4.5.4. find it hard to remember things,
4.5.5. have trouble understanding social rules,
4.5.6. learn to talk later, or have trouble speaking,
4.5.7. have trouble seeing the consequences of their actions,
4.5.8. have trouble solving problems, and/or
5. Multiple Disabilities
5.1. Parents and teachers should know:
5.1.1. which individual disabilities are involved;
5.1.2. how severe (or moderate or mild) each disability is; and
5.1.3. how each disability can affect learning and daily living.
5.2. Teachers should guide students on how to do thethe following
5.2.1. caring for oneself
5.2.2. performing manual tasks
5.2.3. seeing, hearing, eating, and sleeping
5.2.4. walking, standing, lifting, and bending
5.2.5. speaking and communicating
5.2.6. breathing
5.2.7. learning
5.2.8. reading
5.2.9. concentrating and thinking
5.2.10. working
5.3. Assistive Technology Computers, augmentative/alternative communication systems, communication boards, head sticks, and adaptive switches are just some examples of helpful AT
6. Orthopedic Impairment
6.1. The school infraestructure needs to accomodate students with Orthopedic Impairment
6.2. School needs to have everything accessible for everybody
6.3. What can cause OI: Spina bifida * Diabetes * Nervous system disorders * Traumatic spinal cord injury * Stroke * Muscular Dystrophy * Cerebral Palsy Muscular-skeletal disorders * Rheumatoid arthritis * Respiratory Disorders * Endocrine-metabolic disorder
6.4. Accommodations:
6.4.1. Special seating arrangements to develop useful posture and movements
6.4.2. Securing suitable augmentative communication and other assistive devices
6.4.3. Instruction focused on development of gross and fine motor skills
6.4.4. Awareness of medical condition and its affect on the student (such as getting tired quickly)
6.5. Assistive Technology
6.5.1. speech recognition software
6.5.2. screen reading software
6.5.3. augmentative and alternative communication devices (such as communication boards)
6.5.4. academic software packages for students with disabilities
6.5.5. canes
6.5.6. walkers
6.5.7. crutches
6.5.8. wheelchairs
6.5.9. specialized exercise equipment
6.5.10. specialized chairs, desks, and tables for proper posture development
7. Other Health Impairment
7.1. Early intervention is important
7.2. Special education is available
7.3. having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment
7.3.1. ADD and AD/AH
7.3.2. Diabetes
7.3.3. Epilepsy
7.3.4. Heart conditions
7.3.5. Emophilia
7.3.6. Lead poisoning
7.3.7. Leukemia
7.3.8. Nephritis
7.3.9. Rheumatic fever
7.3.10. Sickle cell anemia
7.3.11. Tourette symbol
7.3.12. Fetal alcohol syndrome
7.3.13. Bipolar disorders
7.3.14. Disphagia
7.3.15. other neurological disorders
7.4. Medical home: Team Partnership
7.5. School health services and nurse services
7.6. Medical services
8. Specific Learning Disability
8.1. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math
8.1.1. dislexia
8.1.2. disgraphia
8.1.3. discalcula
8.2. Working on accomodations: breaking tasks into smaller steps, and giving directions verbally and in writing; giving the student more time to finish schoolwork or take tests; letting the student with reading problems use instructional materials that are accessible to those with print disabilities; letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.
9. Speech or Language Impairment
9.1. Areas for SLD: 1. Articulation 2. Fluency 3. Voice 4. Language
9.1.1. Stuttering
9.1.2. Voice impairment
9.1.3. Impaired articulation
9.2. Early intervention is very important. Observing the milestones of language development
9.3. Checking the child's ear rulling out hearing impairment
9.4. Special Education available
9.4.1. Speech and language pathologist available
9.4.2. Assitive technology
9.4.3. Classroom, homework and testing need to be accomodated to children's need
9.5. Teachers should: 1. Learn about the condition 2. Emphasize on students strength and interests 3. Be involved with the student's IEP 4. Help working on the accomodation for the student 5. Work together with other teachers looking to benefit the child 6. Work together with parents
10. Traumatic Brain Injury
10.1. Signs: Physical disabilities Difficulty with thinking Social, behavioral, emotional problems
10.1.1. The following conditions can fall into TBI: 1. thinking and reasoning 2. understanding words 3. remembering things 4. paying attention 5. solving problems 6. thinking abstractly 7. talking 8. behaving 9. walking and other physical activities 10. seeing and/or hearing, and learning
10.2. Early intervention is important
10.3. Special education is available
10.3.1. IEP team will determine the needs of the student in regards to the service required and the assistive technology available
11. Visual Impairment Including Blindness
11.1. Types of VI: 1. Strabismus 2. Congenital cataracts 3. Retinopathy of prematurity 4. Retinitis pigmentosa 5. Coloboma 6. Optic nerve hypoplasia 7. Cortical vision impairment
11.1.1. Early intervention is important
11.1.2. Children use their hands as primary way of communicating
11.1.3. Sensory learning
11.1.3.1. Smell
11.1.3.2. taste
11.1.3.3. touch
11.1.3.4. hearing
11.1.4. Special Education is avaliable
11.1.4.1. Proper safe environment
11.1.4.2. Assitive Technology for vision impaired children
11.1.4.3. Use residual vision if possible
11.1.4.4. Learn to read and write braille
11.2. Teachers of VI students should: 1. Learn about the condition 2. Help students with instructional and classroom accommodations 3. Be involved with the IEP of the student 4. Consult with other coworkers for better techniques 5. Work together with paretns
12. Partial sight or blindness. Children who have impaired vision
13. Communication disorder that affects children's education
14. Acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both
15. ... 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 math- ematical calculations.
16. Autism
16.1. Early intervention is important to help child develop certain social skills
16.1.1. Communication problems
16.1.2. Difficulty relating to people, things and events
16.1.3. Playing with toys and objects in unusual ways
16.1.4. Difficulty adjusting to changes in routine or familiar surroundings
16.1.5. Repetitive body movements or behavior
16.2. Types of autism spectrum: 1. Autism 2. Asperger Syndrom 3. Rett Syndrom 4. Childhood Desintegrative Disorder 5. Pervasive Developmental Disorder not otherwise specified
16.3. Special Education and Services required
16.3.1. If parents request the school, kids can be evaluated free of charge
16.3.2. Professional in the autism area recommended to attend the child
16.3.3. Teachers who have ASD students should: 1. Know about ASD 2. Give step by step instructions: verbally and visually 3. Emphasize on students strengths and interests, creating opportunities for success 4. Create opportunities for students to interact with others 5. Have consistency in routine and schedules 6. Work together with parents and professionals IEP
17. Developmental disability affecting verbal and nonverbal communication and social interaction ... repetitive activities ... resistance to environmental change in daily routines, unusual responses to sensory experiences
18. Deaf-Blindness
18.1. Early intervention is important
18.2. Create bonding with the child since it is necessary for child to trust the instructor, who will be the connection with the world around.
18.2.1. Evaluate how child's responds to a possible instructor Once bond is stablished instructor will guide child through routine and activities for recognition, but then stopped avoiding dependence
18.3. Important to make interactions balanced. Taking turns and expecting the child to be responsive.
18.3.1. Active interactions: playground. Children learn with action
18.3.2. Constant balanced interaction
18.4. Create a safe environment in which child feels safe to move on his/her own.
18.4.1. Seek advice from a mobility specialist
18.4.2. Evaluate environment and eliminate hazard and dangerous items.
18.5. Develop communication foundation. Use of appropriate material that supports this type of communication
18.5.1. Tactile: signals, objects, gestures. Continue with sign language and tactile symbols
18.6. Develope language
18.6.1. with routine, calendar system
19. Children present both disabilities at the same time. Making it impossible to provide them with S.E. for either deaf or blind. They learn only from doing.
20. Deafness
20.1. Early intervention is important
20.2. Types of hearing loss: 1.Conductive hearing losses 2. Sensoneural hearing losses 3. A mixed hearing loss 4. Central hearing loss
20.2.1. With conductive hearing loss the child can use a hearing aid, be medically helped or undergo surgery
20.3. Pay attention for following: * Does not respond consistently to sounds or to his/her name * Asks for things to be repeated frequently * Is delayed in learning to speak or has strange speaking voice * Turns up volume on devices
20.4. Special Education Available
20.4.1. Communication training by specialist for speech, language and auditory
20.4.2. Amplification systems
20.4.3. Providing an interpreter for those that use sign language
20.4.4. Proper seating in classroom for lip reading
20.4.5. Captioned videos
20.4.6. Notetaker
20.4.7. Instruct teachers and peers to interact with LD student