1. Autism
1.1. A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
1.1.1. Emotionally disturbed children
1.1.2. Asperger syndrom
1.1.3. Rhett syndrom
1.1.4. Childhood distegrative disorder
1.1.5. PDDNOS
1.2. Tools for the classroom
1.2.1. apps that promote social development
1.2.1.1. Look in my Eyes
1.2.1.2. Emotionary
1.2.2. one-on-one instruction with tutor or teacher
1.2.3. use Task analysis
1.2.4. Give fewer instructions
1.2.5. avoid idioms
1.2.6. Peer modeling
1.2.7. predictable transitions
1.3. 3 Case studies with autistic children and speech therapies
2. Emotional Disturbance
2.1. A condition exhibiting one or more of the following characteristics over a long period of time, and to a degree that adversely affects educational performance.
2.1.1. Inability to learn that cannot be explained by intellectual, sensory, or disease
2.1.2. Inability to build or maintain interpersonal relationships with peers and teachers
2.1.3. Inappropriate types of behaviors or feelings under normal circumstances
2.1.4. General pervasive moods of unhappiness or depression
2.1.5. A tendency to develop physical symptoms or fears associated with personal or school problems
2.1.6. A diagnosis of schizophrenia
2.1.7. Socially maladjusted children without a diagnosed emotional disturbance.
2.2. Megan's story
2.3. Tools for the classroom
2.3.1. School counceling
2.3.1.1. Psychology therapy/family therapy
2.3.2. Adult mentoring program
2.3.3. Positivie reinforcement
2.3.4. Participation in school/community activities when appropriate
3. Intellectual Disability
3.1. Significant sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period.
3.2. Rosa's Law 2010
3.3. Tools for the classroom
3.3.1. e-book readers
3.3.2. ireadwrite
3.3.3. readoutloud6
3.3.4. Have tests questions read to him
3.3.5. Adjust the curriculum to meet level of understanding.
3.4. Matthew's Story
4. Multiple Disabilities
4.1. Simultaneous impairments of which causes server educational needs that they cannot be accommodated in a special education program solely for one of the impairments
4.1.1. Deaf-Blindness
4.2. Technology apps for 0-8 years Webinar
4.3. Tools for the classroom
4.3.1. Communication boards
4.3.2. e-book readers
4.3.3. readoutloud 6
4.3.4. positioning devices
4.3.5. Focusing on what the student can do.
5. Orthopedic Impairment
5.1. A severe orthopedic impairment that adversly affects academic performance
5.1.1. Congenital anomaly
5.1.2. Orthopedic disease
5.1.3. Other causes
5.1.3.1. Cerebral palsy
5.1.3.2. Amputations
5.1.3.3. Contractures
5.2. Tools for the classroom
5.2.1. special designed desks
5.2.2. Learning trays/boards
5.2.3. special designed chairs
5.2.4. Therapy dogs
5.2.5. accessible classroom for wheelchairs
5.2.6. Easels
6. Speech or Language Impairment
6.1. Communication disorder that adversely effects educational performance.
6.1.1. Stuttering
6.1.2. Impaired articulation
6.1.3. Language impairment
6.1.4. Voice impairment
6.2. Tools for the classroom
6.2.1. speech therapy
6.2.1.1. students that stutter can benefit from peer to peer communication with a therapist
6.2.2. communication boards
6.2.3. Break new tasks into longer, more specific steps
6.2.4. e-readers
7. Other Health Impairment
7.1. Having limited strength, vitality, or alertness, including heightened alertness due to environmental stimuli; which results in limited alertness with respects to the educational environment.
7.1.1. Asthma
7.1.2. ADD/ADHD
7.1.3. Chronic or acute hearth problems
7.1.4. Diabetes
7.1.5. Epilepsy
7.1.6. Hemophilia
7.1.7. Heart conditions
7.1.8. Lead poisoning
7.1.9. Leukemia
7.1.10. Nephritis
7.1.11. Rheumatic Fever
7.1.12. Sickle cell anemia
7.1.13. Touretts syndrom
7.2. Hani's story
7.2.1. My son Hani has seizures. When he started K, the school suggested he be put on an IEP under Other Health Impairment. Because academically he was on target for his grade level, we decided to set up a 504 plan instead. Some of his accommodations include: being given written as well as oral instructions (since he has seizures in class); having un-timed tests; extra time to turn in homework if needed; among other physical accommodations like being allowed to use the bathroom whenever.
7.3. Tools for the classroom
7.3.1. Written as well as oral instructions
7.3.2. modified homework schedule
7.3.3. untimed tests
7.3.4. tutor if the child has lots of absences
8. Deaf-Blindness
8.1. Simultaneous hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs that cannot be accommodated in a special education program solely for children who are deaf or blind.
8.2. Tools in the classroom
8.2.1. Assited Listening Devises ALDs
8.2.2. Interperters
8.2.3. Note-takers using Braille note-taking devises
8.2.4. Taped text books
9. Deafness
9.1. A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, withor without amplification.
9.2. Caroline's Story
9.3. Tools for the Classroom:
9.3.1. Interperter for those who use sign language
9.3.2. Sitting closer to the teacher to facilitate lip reading.
9.3.3. Captioned film and videos
9.3.4. Assistance of a note taker
9.3.5. Written instructions
9.3.6. Transcribed lectures
10. Developmental Delay
10.1. Is Defined by each state means a delay in one or more of the following areas that adversely affects the child's education performance.
10.1.1. Physical development
10.1.2. cognivitive delopment
10.1.3. communication
10.1.4. Social/emotional
10.1.5. Adaptive (behavioral) delvelopoment
10.2. Assisstive Technology for Developmental delay.
10.2.1. Tools for the classroom
10.2.1.1. Communication boards
10.2.1.2. adjusting curriculum levels to students knowledge base
10.2.1.3. sticker pages-fine motor skills
10.2.1.4. pencil grips and writing boards
10.2.1.5. Crabby-writer app
10.2.1.6. talk to text apps
11. Hearing Impairment
11.1. An impairment in hearing whether permanent or fluctuating that adversely affects the child's educational process, but is not included under the definition of "deafness"
11.1.1. Tools for the classroom
11.1.1.1. Teacher amplification device
11.1.1.2. sitting up front to enable lip reading
11.1.1.3. Written instructions
11.1.1.4. Hand-free personal listening device
11.1.1.5. captioned film and videos
12. Specific Learning Disability
12.1. A disorder in one or more basic psychological processes suing language that effects the ability to listen, think, speak, read, write, spell or do math.
12.1.1. perceptual disability
12.1.2. Brain injury
12.1.3. Minimal brain disfunction
12.1.4. Dyslexia
12.1.5. Developmental ephasia
12.1.6. Visual problems
12.1.7. Hearing problems
12.1.8. Motor disabilites
12.1.9. Intellectual disabilities
12.1.10. Emotional problems
12.1.11. Environmental problems
12.1.12. Cultural issues
12.1.13. Economic problems
12.2. Tools for the classroom
12.2.1. e-readers
12.2.2. ireadwrite
12.2.3. Picture Me Reading
12.2.4. Giving verbal as well as written instructuion
12.2.5. Learning as a game
12.3. Nick's Story
12.4. Ellie's Story
13. Traumatic Brain Injury
13.1. An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability and/or psycho-social impairment that adversely affects educational performance.
13.1.1. Congenital brain disorders
13.1.2. Degenerative brain disorders
13.1.3. Birth trauma
13.2. Tools for the classroom
13.2.1. untimed tests
13.2.2. Adjustable book holders
13.2.3. physical and/or occupational therapy
13.2.4. e-book readers
13.2.5. Note takers
13.2.6. shorter tasks, repeated instructions
13.3. Robert's Story
13.3.1. My husband Robert got into a near death accident when he was a freshman in college. He had to relearn how to walk, speak, write, among other daily activities. He was diagnosed as having a TBI. When he was able to go back to school, he used several different accommodations and modifications, including a large grip on his pencil and un-timed tests. He said the only way he passed his physics class was the ability to take tests without a time limit.
14. Visual Impairment including Blindness
14.1. Impairment in vision that, even with correction, adversly affects educational performance
14.1.1. partial sight
14.1.2. Blindness
14.2. Tools for the classroom
14.2.1. Large print books
14.2.2. Magnifying bars
14.2.3. Audio books
14.2.4. Braille note taking devices
14.2.5. audio recording devices