A. Definition of Orthopedic Impairments-
Orthopedic Impairment” means a severe orthopedic impairment that adversely affects
a child’s educational performance. The term includes impairments caused by
congenital anomaly (e.g., club foot, absence of some member, etc.) impairments caused
by disease (poliomyelitis, bone tuberculosis, etc) and impairments from other causes
(e.g., amputations and fractures or burns that cause contrachures). Orthopedic impairments are impairment of movement, speech, vision, and muscle use caused by birth defects, injury or disease. Actually, the dictionary definition of orthopedic has to do with deformities of the skeletal system. If you are the federal government, though, you can make up your own definitions, since you control the budget. Some of the diagnoses that fall under this category really are not impairments of the skeletal system, for example, cerebral palsy.
Orthopedic impairments affect the motion and motor skills that we depend on every day of our lives. A physical disability may feel as if it takes away all independence, yet there is often a way to get through it and still live an active life.
Four of the more common physical disabilities are cerebral palsy, spina bifida, epilepsy and muscular dystrophy.
Cerebral palsy is a condition that affects the brain’s ability to send messages to the body, thus affecting the use of muscles. Cerebral palsy is evident early in life, usually in the first year or two. Depending on the specific case, the disability can be mild to severe, and may be accompanied by mental disabilities. Because cerebral palsy affects muscle control, a person with this disability often has difficulty walking. A person with cerebral palsy may also have trouble speaking not due to mental retardation but rather because he or she cannot control well the muscles that produce speech. Physical therapy can be used to improve muscle control, in some cases. For more information on cerebral palsy, click here.
Spina Bifida is a disability that is present at birth. It occurs when there is damage to the spinal cord and the column does not close completely, causing an impairment of lower body movements and functions such as bladder/rectal troubles and even paralysis.
Muscular dystrophy is not one disorder, but rather, a group of diseases. All of these diseases have in common that the muscles become weaker and waste away over time. Diseases like this are called degenerative or progressive diseases. In this, muscular dystrophy is different from cerebral palsy or spina bifida, which are disorders that do not become progressively worse.
There are many other types of physical disabilities, for example, absence of limbs due to birth defects, accidents or illness, loss of muscle control as a result of stroke. Some of these disabilities may be present at birth and others, such as stroke, can occur at any time.
B. Educational Implications-
As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.
In order for the student to access the general curriculum, the student may require these accommodations:
• Special seating arrangements to develop useful posture and movements
• Instruction focused on development of gross and fine motor skills
• Securing suitable augmentative communication and other assistive devices
• Awareness of medical condition and its affect on the student (such as getting tired quickly)
Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:
• Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
• Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
• Speech-Language Pathologists who work with the student on problems with speech and language
• Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
• Other Therapists (Massage Therapists, Music Therapists, etc.)
It is helpful for teachers to understand that students with orthopedic impairments performing many of the physical tasks necessary for them to benefit from classroom instruction. In addition to adapting the instructional environment to accommodate obvious motor deficits, it is important for teachers to understand that motor deficits can negatively impact both the speed and the safety of students in the school environment. Finally, health issues are common, so teachers should understand the symptoms of relevant medical conditions and the side effects of medications taken by their students. Obvious motor deficits might result in a diminished ability to write, speak, sort, organize materials, sit, walk, climb stairs, eat or drink independently, participate in learning games, or participate in athletic activities. It is also possible for some students to experience problems that are less obviously related to their physical needs. Examples include difficulty with reading, written expression, social‐emotional behavior, or communication. Even though many children with orthopedic impairments have no additional disabilities, it is important to learn whether or not individual children need support in other domains of school performance.
Orthopedic impairments often cause students to move more slowly than other students. The negative impact of slow speeds applies not only to large motor movements (e.g., walking, running, or repositioning oneself in a chair), but also to smaller motor movements, such as those required for speaking, eating, handwriting, or keyboarding. Speed may also be a relevant consideration when questioning students. Teachers may need to wait longer for children with orthopedic impairments to respond—allowing more time to process a question, form a response, and execute that response. Speed is also relevant when planning for the safety of individual students. Students may not be able to respond quickly enough to avoid a collision with a moving object or person. Beyond speed, students may simply need environmental adaptations (e.g., ample space, rounded or soft edges, or equipment to provide support and stability) to move safely between desks, in hallways, and on school property.
Finally, students with orthopedic impairments might have medical conditions that impact them in the school environment. Perhaps they are easily fatigued, develop sores or experience pain if left in one position for too long, or are unable to eat certain types of food. It is important for teachers to understand the nature of each student’s disability and the content of his or her IEP (Individualized Educational Plan).
C. Technology-
Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:
Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:
• speech recognition software
• screen reading software
• augmentative and alternative communication devices (such as communication boards)
• academic software packages for students with disabilities
Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:
• canes
• crutches
• wheelchairs
• specialized exercise equipment
• specialized chairs, desks, and tables for proper posture development
D. Resources-
search.barnesandnoble.com/The-Inclusive-Early-Childhood-Classroom
Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.
Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall
www.tcsea.org
Friday, May 8, 2009
Monday, April 27, 2009
Gifted and talented students
A. Definition of Gifted and Talented students-
There is no universal definition. Some professionals will define gifted by an intelligence test (WISC) score above 130 or 140, or two or more standard deviations above the norm, or the top 2.5% of the population. Some will define "giftedness" based on scholastic achievement: a gifted child works 2 or more grade levels above his or her age or gifted children have advanced scores on a particular academic test. Typically, students who are identified as gifted learners have the potential to achieve beyond what is expected of their same-age peers and I emphasize the word 'potential'. Key to the characteristics of giftedness is potential which often not synomynous with achievement. Higher achievement may or may not occur and is often dependent on other influences such as the student's relationship with his/her teacher, the degree of interest, emotional well being, health etc. Gifted children can also have learning disabilities. It is not unusual to be gifted in one area (logic, math etc.) and learning disabled in another (language, processing etc.). Gifted definitions tend to vary from one location to the next. Here are some examples of definitions of giftedness: The Federal Definition of Gifted and Talented in NCLB (US) The term “gifted and talented”, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.(Title IX, Part A, Section 9101(22), p. 544)
B. Educational Implications:
One way teachers can extend or enrich the content they present is by asking open-ended questions. Such questions stimulate higher order thinking skills and give students opportunities to consider and express personal opinions. Open-ended questions require thinking skills such as comparison, synthesis, insight, judgment, hypothesis, conjecture, and assimilation. Such questions can also increase student awareness of current events. Open-ended questions should be included in both class discussions and assignments. They can also be used as stimulation for the opening or conclusion of a lesson. Another strategy for lesson modification developed by Susan Winebrenner (1992) is to use Bloom’s taxonomy of six levels of thinking to develop lesson content. Bloom’s model implies that the “lower” levels (knowledge, comprehension, and application) require more literal and less complex thinking than the “higher” levels (analysis, evaluation, and synthesis). Teachers are encouraged to develop thematic units with activities for students at all ability levels. This strategy involves four steps. Teachers first choose a theme that can incorporate learning objectives from several different subject areas. Secondly, teachers identify 6 to 10 key concepts or instructional objectives. Third, they determine which learner outcomes or grade-level competencies will be targeted for the unit. Finally, they design instructional activities to cover each of the six levels of thinking. Cooperative learning through traditional heterogeneous groups is often counterproductive for high-ability students. When the learning task involves a great deal of drill and practice, these students often end up doing more teaching than learning. When placed in homogeneous cooperative learning groups, however, gifted students can derive significant learning benefits. This does not mean that high-ability students should never participate in heterogeneous cooperative learning groups. Rather, groupings should be chosen based on the task that is being assigned. When the task includes drill and practice, such as math computation or answering comprehension questions about a novel, gifted students should be grouped together and given a more complex task. When the task includes critical thinking, gifted students should be part of heterogeneous groups to stimulate discussions. Open-ended activities are excellent choices for heterogeneous groupings.
Cluster grouping of high-ability students in the same classroom is another option for meeting the needs of gifted students in the regular classroom. The traditional method of assigning students to classes has often been to divide the high-ability students equally among the available classes so each teacher would have his or her “fair share.” Under this system, however, each teacher must develop strategies for modifying the curriculum to meet the needs of the advanced students. With cluster grouping, four to six high-ability students are placed in the same classroom. This system allows the students to learn with and from each other and reduces the need for multiple teachers to develop appropriate instructional modifications.
C. Technology:
First, many gifted and talented students enjoy learning through exploration and experimentation. Technology enables them to hypothesize and inductively pursue solutions to problems they are investigating. Technology allows the freedom to investigate various paths to multiple solutions. Technology transforms students from receptacles of knowledge to active producers who direct their own learning.
Second, technology increases the sophistication of products that gifted and talented students can create by allowing them to function in roles similar to practicing professionals. Technology allows students to produce products in a real-world fashion. For example, students can write, edit, and produce books or publications—with a desktop publishing program—that rival in appearance those produced by publishing houses. Today, students can access software that enables them to compose music, design buildings, and collect data with laboratory probes in ways similar to practicing professionals in each of these fields. Thus technology permits students to develop their talents at a higher level of professional sophistication at an ¬earlier age.
Technology can be used to accelerate or enrich student learning. Ten years ago, online classes did not exist. A myriad of classes are now available that enable parents and educators to accelerate their student’s learning. Online courses may be necessary when classes that students wish to complete conflict with their school schedule, when more advanced classes are needed to meet students’ instructional levels, and when the pace of traditional classes is too slow for students. While the online option is not suitable for all students, gifted and talented students who are self-motivated, comfortable using technology, and possess excellent reading and writing skills are excellent candidates.
Another use of technology is specialized software. The price of these programs has dropped dramatically over the last few years. As mentioned earlier, these products allow gifted and talented students to function as practicing professionals. This not only accelerates the development of students’ talents, it also enriches their learning experiences. For example, students can now edit and create professional looking movies. Ten years ago the cost of software and equipment to produce a film was prohibitive. Today, the software is packed free on many computers, and digital video cameras are commonplace.
D. References
Exceptional Children-by William L. Heward
Handheld Technology in the Classroom: Respecting and Meeting the Needs of All Writers by Cathy Risberg
Including All Students by Ben Clay
Technology for the Gifted and Talented. 1985 Digest.( www.eric.ed.gov)
"For gifted children, there will be information available on almost any interest they have -- anything from sites such as NASA for those interested in Astronomy to sites on literature, geology, history, and Star Trek. Also many of these sites offer more than one-way information. Most WWW authors cheerfully respond to email queries from their pages and will provide specific information requested. Next time you or your child has one of those questions which you can't find an answer, someone on the Internet probably can and will if you ask them." The Internet and Gifted and Talented Children by Gayle Dallaston
There is no universal definition. Some professionals will define gifted by an intelligence test (WISC) score above 130 or 140, or two or more standard deviations above the norm, or the top 2.5% of the population. Some will define "giftedness" based on scholastic achievement: a gifted child works 2 or more grade levels above his or her age or gifted children have advanced scores on a particular academic test. Typically, students who are identified as gifted learners have the potential to achieve beyond what is expected of their same-age peers and I emphasize the word 'potential'. Key to the characteristics of giftedness is potential which often not synomynous with achievement. Higher achievement may or may not occur and is often dependent on other influences such as the student's relationship with his/her teacher, the degree of interest, emotional well being, health etc. Gifted children can also have learning disabilities. It is not unusual to be gifted in one area (logic, math etc.) and learning disabled in another (language, processing etc.). Gifted definitions tend to vary from one location to the next. Here are some examples of definitions of giftedness: The Federal Definition of Gifted and Talented in NCLB (US) The term “gifted and talented”, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.(Title IX, Part A, Section 9101(22), p. 544)
B. Educational Implications:
One way teachers can extend or enrich the content they present is by asking open-ended questions. Such questions stimulate higher order thinking skills and give students opportunities to consider and express personal opinions. Open-ended questions require thinking skills such as comparison, synthesis, insight, judgment, hypothesis, conjecture, and assimilation. Such questions can also increase student awareness of current events. Open-ended questions should be included in both class discussions and assignments. They can also be used as stimulation for the opening or conclusion of a lesson. Another strategy for lesson modification developed by Susan Winebrenner (1992) is to use Bloom’s taxonomy of six levels of thinking to develop lesson content. Bloom’s model implies that the “lower” levels (knowledge, comprehension, and application) require more literal and less complex thinking than the “higher” levels (analysis, evaluation, and synthesis). Teachers are encouraged to develop thematic units with activities for students at all ability levels. This strategy involves four steps. Teachers first choose a theme that can incorporate learning objectives from several different subject areas. Secondly, teachers identify 6 to 10 key concepts or instructional objectives. Third, they determine which learner outcomes or grade-level competencies will be targeted for the unit. Finally, they design instructional activities to cover each of the six levels of thinking. Cooperative learning through traditional heterogeneous groups is often counterproductive for high-ability students. When the learning task involves a great deal of drill and practice, these students often end up doing more teaching than learning. When placed in homogeneous cooperative learning groups, however, gifted students can derive significant learning benefits. This does not mean that high-ability students should never participate in heterogeneous cooperative learning groups. Rather, groupings should be chosen based on the task that is being assigned. When the task includes drill and practice, such as math computation or answering comprehension questions about a novel, gifted students should be grouped together and given a more complex task. When the task includes critical thinking, gifted students should be part of heterogeneous groups to stimulate discussions. Open-ended activities are excellent choices for heterogeneous groupings.
Cluster grouping of high-ability students in the same classroom is another option for meeting the needs of gifted students in the regular classroom. The traditional method of assigning students to classes has often been to divide the high-ability students equally among the available classes so each teacher would have his or her “fair share.” Under this system, however, each teacher must develop strategies for modifying the curriculum to meet the needs of the advanced students. With cluster grouping, four to six high-ability students are placed in the same classroom. This system allows the students to learn with and from each other and reduces the need for multiple teachers to develop appropriate instructional modifications.
C. Technology:
First, many gifted and talented students enjoy learning through exploration and experimentation. Technology enables them to hypothesize and inductively pursue solutions to problems they are investigating. Technology allows the freedom to investigate various paths to multiple solutions. Technology transforms students from receptacles of knowledge to active producers who direct their own learning.
Second, technology increases the sophistication of products that gifted and talented students can create by allowing them to function in roles similar to practicing professionals. Technology allows students to produce products in a real-world fashion. For example, students can write, edit, and produce books or publications—with a desktop publishing program—that rival in appearance those produced by publishing houses. Today, students can access software that enables them to compose music, design buildings, and collect data with laboratory probes in ways similar to practicing professionals in each of these fields. Thus technology permits students to develop their talents at a higher level of professional sophistication at an ¬earlier age.
Technology can be used to accelerate or enrich student learning. Ten years ago, online classes did not exist. A myriad of classes are now available that enable parents and educators to accelerate their student’s learning. Online courses may be necessary when classes that students wish to complete conflict with their school schedule, when more advanced classes are needed to meet students’ instructional levels, and when the pace of traditional classes is too slow for students. While the online option is not suitable for all students, gifted and talented students who are self-motivated, comfortable using technology, and possess excellent reading and writing skills are excellent candidates.
Another use of technology is specialized software. The price of these programs has dropped dramatically over the last few years. As mentioned earlier, these products allow gifted and talented students to function as practicing professionals. This not only accelerates the development of students’ talents, it also enriches their learning experiences. For example, students can now edit and create professional looking movies. Ten years ago the cost of software and equipment to produce a film was prohibitive. Today, the software is packed free on many computers, and digital video cameras are commonplace.
D. References
Exceptional Children-by William L. Heward
Handheld Technology in the Classroom: Respecting and Meeting the Needs of All Writers by Cathy Risberg
Including All Students by Ben Clay
Technology for the Gifted and Talented. 1985 Digest.( www.eric.ed.gov)
"For gifted children, there will be information available on almost any interest they have -- anything from sites such as NASA for those interested in Astronomy to sites on literature, geology, history, and Star Trek. Also many of these sites offer more than one-way information. Most WWW authors cheerfully respond to email queries from their pages and will provide specific information requested. Next time you or your child has one of those questions which you can't find an answer, someone on the Internet probably can and will if you ask them." The Internet and Gifted and Talented Children by Gayle Dallaston
Sunday, April 19, 2009
Low Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury
Definition:
None of the disabilities listed under low-incidence disabilities generally exceed 1% of the school-aged population at any given time. The relative rarity of students with these disabilities in public schools often poses significant challenges for local schools struggling to meet their needs. Since they encounter these students so infrequently, most local schools have little if any knowledge of how to best educate these students, of what technologies are available to assist them, and of how to obtain needed and appropriate support services from outside agencies. All students with low-incidence disabilities thus experience a commonality: they are difficult to serve in current local public school programs. People with severe disabilities are those who traditionally have been labeled as having severe to profound cognitive impairments or mental retardation. Although, there is growing understanding that any and all disabilities may affect individuals along a scale of minimal or mild to severe. It is possible to have a mild learning disability or a severe one; mild or severe autism, without a clearcut diagnosis of intellectual disability. The greater the severity or impact on an individual, there is a greater likelihood for increased need for supports. Often, individuals with a severe disability require ongoing, extensive support in more than one major life activity in order to enjoy the quality of life available to people with fewer or no disabilities and to participate in integrated community settings. They may also have additional significant disabilities, including movement difficulties, sensory losses, and/or behavior problems.
Deaf-blindness is a combination of vision and hearing loss. It is rare that an individual with deaf-blindness would be completely blind and completely deaf. Individuals who have a combined vision and hearing loss have unique communication, learning, and mobility challenges due to their dual sensory loss. Deaf-blindness is a unique and diverse condition due to the wide range of sensory capabilities, possible presence of additional disabilities, and the age of onset for the vision and hearing loss. A child with deaf-blindness would include the infant who has a diagnosis of Retinopathy of Prematurity (a retinal condition that is associated with premature birth) and has an acquired hearing loss due to meningitis at age two. Another person with deaf-blindness may have been born with a profound hearing loss and developed a later vision loss such as retinitis pigmentosa. Deaf-blindness occurs in three of 100,000 births. In Colorado, just over 110 children and youth (ages birth through 21 years) have been identified as having both a vision and hearing loss. These individuals are eligible for free technical assistance through the Colorado Services for Children with Combined Vision and Hearing Loss Project, located at the Colorado Department of Education.
Traumatic brain injury is usually the result of a sudden, violent blow to the head — which launches the brain on a collision course with the inside of the skull. This collision can bruise the brain, tear nerve fibers and cause bleeding. Traumatic brain injury may also be caused by objects such as bullets or even a shattered piece of the skull entering brain tissue. The severity of traumatic brain injury can vary greatly, depending on the part of the brain affected and the extent of the damage. A mild traumatic brain injury may cause temporary confusion and headache, but a serious one can be fatal. Your brain has the consistency of gelatin. It's cushioned from everyday jolts and bumps by the cerebrospinal fluid in which it floats inside your skull. A violent blow to your head can cause your brain to slide forcefully against the inner wall of your skull. Even the sudden stop of a car crash can bounce your brain against your skull. This can result in bleeding in or around your brain and the tearing of nerve fibers.
B. Educational Implications:
In order to effectively address the considerable needs of individuals with serve and/or multiple disabilities, educational programs need to incorporate a variety of components, including language development, social skill development, functional skill development (i.e., self-help skills), and vocational skill development. Related services are of great importance,and the appropriate therapists (such as speech and language, occupational, physical, behavioral and recreational therapists) need to work closely with classroom teachers and parents. Best practices indicate that related sevices are best offered during the natural routine of the school and community, rather than by removing the student from class for isolated therapy. Students with multiple disabilities do not learn as easily by incidental learning as do less disabled and nondisabled persons. Therefore, instruction in even the most basic skills must be carefully structured and planned. As a regular elementary educator a certain amount of regimental external structure must be provided if the student with multiple disabilities is to be productive in the classroom. Assignments should be broken down into small units, and frequent feedback and redirection should be offered. Children with severe concentration problems benefit from timed sessions. This helps them organize themselves. When assigning timed units of work, regular education teachers should take into account the student’s slower writing speed. Students with multiple disabilities can sometimes be stubborn; they need firm exceptions and a structured program that teaches them compliance with rules leads to positive reinforcement. As a regular elementary educator I will seat the students with multiple disabilities at the front of the class (if possible) and direct frequent questions to him/her to help maintain attention to the learn. I will work out a nonverbal signal with the student with multiple disabilities (e.g., a gentle pat on the shoulder) for times when he/she in not paying attention. Another thing I will do as a regular elementary educator I will provide a highly individualized academic program engineered to offer consistent successes. The student with multiple disabilities needs great motivation. Learning must be rewarding and not anxiety-provoking. Last I will always allow the students with multiple disabilities enough time to respond, since it may take longer to interpret my request, organize response and produce it. If a response is produced, it may not be in the form of speech. The regular elementary teacher may need to learn how to read gestures, slight changes in muscle tone or posture and different types of body language. There is a lot to take into consideration when dealing with students who have low incidence disabilities and as teachers we will have to teach and learn what works best.
C. Technology-
Boardmaker with Speaking
Dynamically ProBoardmaker with Speaking Dynamically Pro builds on the capabilities of Boardmaker Plus! by adding natural-sounding voices, word prediction and abbreviation expansion to support augmentative and alternative communication
Present low tech pictures representing answer choices to student on eye gaze board or velcro board
Use a Step by Step to answer
– Record a single answer or a series of answers on a Step by Step and gives to the student to activate.
Use a Go Talk 20, TechSpeak or TechTalk with an overlay prepared with Boardmaker symbols representing answer choices
Dynamic Display devices with core or content specific vocabulary that they can navigate to independently
The TechMatrix is a powerful tool for finding educational and assistive technology products for students with special needs.
D. Reference
Bowser, G. & Reed, P.R. (1995). Education TECH Points for assistive technology planning. Journal of Special Education Technology, 12(4), 325-338
www.coe.fau.edu/pdp/PDF/Low_Incidence_Disabilities.pdf
www.eric.ed.gov/ERICWebPortal
ECEA Regulations on Eligibility as a Learner with Deafblindness (combined vision and hearing loss) (PDF)
Including All Students by Ben Clay
http://www.techmatrix.org/
None of the disabilities listed under low-incidence disabilities generally exceed 1% of the school-aged population at any given time. The relative rarity of students with these disabilities in public schools often poses significant challenges for local schools struggling to meet their needs. Since they encounter these students so infrequently, most local schools have little if any knowledge of how to best educate these students, of what technologies are available to assist them, and of how to obtain needed and appropriate support services from outside agencies. All students with low-incidence disabilities thus experience a commonality: they are difficult to serve in current local public school programs. People with severe disabilities are those who traditionally have been labeled as having severe to profound cognitive impairments or mental retardation. Although, there is growing understanding that any and all disabilities may affect individuals along a scale of minimal or mild to severe. It is possible to have a mild learning disability or a severe one; mild or severe autism, without a clearcut diagnosis of intellectual disability. The greater the severity or impact on an individual, there is a greater likelihood for increased need for supports. Often, individuals with a severe disability require ongoing, extensive support in more than one major life activity in order to enjoy the quality of life available to people with fewer or no disabilities and to participate in integrated community settings. They may also have additional significant disabilities, including movement difficulties, sensory losses, and/or behavior problems.
Deaf-blindness is a combination of vision and hearing loss. It is rare that an individual with deaf-blindness would be completely blind and completely deaf. Individuals who have a combined vision and hearing loss have unique communication, learning, and mobility challenges due to their dual sensory loss. Deaf-blindness is a unique and diverse condition due to the wide range of sensory capabilities, possible presence of additional disabilities, and the age of onset for the vision and hearing loss. A child with deaf-blindness would include the infant who has a diagnosis of Retinopathy of Prematurity (a retinal condition that is associated with premature birth) and has an acquired hearing loss due to meningitis at age two. Another person with deaf-blindness may have been born with a profound hearing loss and developed a later vision loss such as retinitis pigmentosa. Deaf-blindness occurs in three of 100,000 births. In Colorado, just over 110 children and youth (ages birth through 21 years) have been identified as having both a vision and hearing loss. These individuals are eligible for free technical assistance through the Colorado Services for Children with Combined Vision and Hearing Loss Project, located at the Colorado Department of Education.
Traumatic brain injury is usually the result of a sudden, violent blow to the head — which launches the brain on a collision course with the inside of the skull. This collision can bruise the brain, tear nerve fibers and cause bleeding. Traumatic brain injury may also be caused by objects such as bullets or even a shattered piece of the skull entering brain tissue. The severity of traumatic brain injury can vary greatly, depending on the part of the brain affected and the extent of the damage. A mild traumatic brain injury may cause temporary confusion and headache, but a serious one can be fatal. Your brain has the consistency of gelatin. It's cushioned from everyday jolts and bumps by the cerebrospinal fluid in which it floats inside your skull. A violent blow to your head can cause your brain to slide forcefully against the inner wall of your skull. Even the sudden stop of a car crash can bounce your brain against your skull. This can result in bleeding in or around your brain and the tearing of nerve fibers.
B. Educational Implications:
In order to effectively address the considerable needs of individuals with serve and/or multiple disabilities, educational programs need to incorporate a variety of components, including language development, social skill development, functional skill development (i.e., self-help skills), and vocational skill development. Related services are of great importance,and the appropriate therapists (such as speech and language, occupational, physical, behavioral and recreational therapists) need to work closely with classroom teachers and parents. Best practices indicate that related sevices are best offered during the natural routine of the school and community, rather than by removing the student from class for isolated therapy. Students with multiple disabilities do not learn as easily by incidental learning as do less disabled and nondisabled persons. Therefore, instruction in even the most basic skills must be carefully structured and planned. As a regular elementary educator a certain amount of regimental external structure must be provided if the student with multiple disabilities is to be productive in the classroom. Assignments should be broken down into small units, and frequent feedback and redirection should be offered. Children with severe concentration problems benefit from timed sessions. This helps them organize themselves. When assigning timed units of work, regular education teachers should take into account the student’s slower writing speed. Students with multiple disabilities can sometimes be stubborn; they need firm exceptions and a structured program that teaches them compliance with rules leads to positive reinforcement. As a regular elementary educator I will seat the students with multiple disabilities at the front of the class (if possible) and direct frequent questions to him/her to help maintain attention to the learn. I will work out a nonverbal signal with the student with multiple disabilities (e.g., a gentle pat on the shoulder) for times when he/she in not paying attention. Another thing I will do as a regular elementary educator I will provide a highly individualized academic program engineered to offer consistent successes. The student with multiple disabilities needs great motivation. Learning must be rewarding and not anxiety-provoking. Last I will always allow the students with multiple disabilities enough time to respond, since it may take longer to interpret my request, organize response and produce it. If a response is produced, it may not be in the form of speech. The regular elementary teacher may need to learn how to read gestures, slight changes in muscle tone or posture and different types of body language. There is a lot to take into consideration when dealing with students who have low incidence disabilities and as teachers we will have to teach and learn what works best.
C. Technology-
Boardmaker with Speaking
Dynamically ProBoardmaker with Speaking Dynamically Pro builds on the capabilities of Boardmaker Plus! by adding natural-sounding voices, word prediction and abbreviation expansion to support augmentative and alternative communication
Present low tech pictures representing answer choices to student on eye gaze board or velcro board
Use a Step by Step to answer
– Record a single answer or a series of answers on a Step by Step and gives to the student to activate.
Use a Go Talk 20, TechSpeak or TechTalk with an overlay prepared with Boardmaker symbols representing answer choices
Dynamic Display devices with core or content specific vocabulary that they can navigate to independently
The TechMatrix is a powerful tool for finding educational and assistive technology products for students with special needs.
D. Reference
Bowser, G. & Reed, P.R. (1995). Education TECH Points for assistive technology planning. Journal of Special Education Technology, 12(4), 325-338
www.coe.fau.edu/pdp/PDF/Low_Incidence_Disabilities.pdf
www.eric.ed.gov/ERICWebPortal
ECEA Regulations on Eligibility as a Learner with Deafblindness (combined vision and hearing loss) (PDF)
Including All Students by Ben Clay
http://www.techmatrix.org/
Sunday, April 12, 2009
Physical Disabilities, Health Impairments, and ADHD
Disabilities, Health Impairments, and Attention Deficit Disorder
A. Description
As defined by IDEA, the term "child with a disability" means a child: "with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services." IDEA refers to physical disabilities as orthopedic impairment, and in C.F.R. Sec 300.7 states: "Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g. clubfoot, absence of some member, etc.), impairments cause by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations and fractures or burns that cause contractures). Health Impairments 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 philia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and adversely affects a child’s educational performance. Student frequently miss school because of their health problems. Attention Deficit Disorder (AD/HD) -hyperactivity disorder (ADHD) is a condition which causes its sufferers to have extreme difficulty focusing, paying attention and controlling their behavior. It affects both children and adults, but is more prevalently diagnosed in children. Treatment for ADHD typically includes a drug regiment of psychostimulants. Instances of ADHD have steadily been on the rise, reaching what some consider alarming numbers. ADHD is a continual source of controversy not only because of its treatment plan but also due to the methods used for diagnosis. Hyperactive students are always on the go. As he or she gets older, the level of activity may go down. These children also act before they think.
B. Implications of teaching in each area of disability and modifications of teaching approaches-
Students with learning disabilities constitute the largest percentage of students (about 50%) served in special education. Clearly, the predominant problem for students with learning disabilities is academic. As a group they are not risk takers when it comes to academics. They often avoid asking questions and participating in class activities. As a regular education teacher I can best serve these students by varying instruction during lecture, small group, discussion, academic activities, and evaluation. Explicit instruction is often needed for students to learn main concepts. I can consult the special education teacher for specific educational goals and recommendations regarding instructional strategies and accommodations. This is of course needed when working with any student identified as having a disability and who has an IEP. Peer tutoring is strategy that has been successfully used to improve socialization and academic performance of students with learning disabilities. I will also as a regular education teacher use cooperative learning activities to provide disabled students opportunities to practice social skills while working on academic tasks. It is safe to assume that students with physical disabilities will have a vast support network to help them, including resource help, physical therapy, and an aid in the classroom.
If the student is unable to communicate verbally, they may use either a speech board, or a computer like object with a synthesized voice to help them to communicate. These devises are usually manipulated by the child pointing to a word or a symbol. If the student has poor muscle control, they may require aid in writing. These aids can vary from splints to help brace the hands or arms to typewriters and computers. The child may or may not be able to participate in a traditional physical education program. If not, a modified program that focuses on developing control of the body and motor skills may be substituted. But again, it is important to include the student in as many traditional classroom activities as possible. Self care skills should also be taught to the students. This is to aid the students in becoming more independent. Special care should also be taken to aid the students in developing socialization skills. As the regular education teacher I will have the responsibility to educate the rest of the class. A physical disability should not be ridiculed, nor is it something to be ashamed of. The regular education teacher must make the other students aware that each one of them is different, and part of life is accepting everybody's differences. ADHD in the classroom and how do I get a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a regular education teacher, my role is to evaluate each child’s individual needs and strengths. I can develop strategies that will help students with ADD/ADHD focus, stay on task, and learn to their full capabilities.
Successful programs for children with ADHD integrate the following three components:
• Accommodations: what you can do to make learning easier for students with ADD/ADHD.
• Instruction: the methods you use in teaching.
• Intervention: How you head off behaviors that disrupt concentration or distract other students.
As a regular elementary educator the most effective tool, however, in helping a student with ADD/ADHD is a positive attitude. Make the student my partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality works, and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADD/ADHD by offering rewards on a point or token system.
c. Technology-
Speech-language pathologists- provide speech therapy, language interventions, and oral motor coordination
Adapted physical educators- provide physical education activities designed to meet the individual’s needs.
Recreation therapists- who provide instruction in leisure activities and therapeutic recreation.
Mobility Impairments
• adjustable tables
• keyboard modifications
• keyboard guards and layouts
• alternative keyboard and mice
• Internet resources/services
• electronic mail
• Internet accessible services/resources
• hardware / software
• easy / difficult to implement
• easy / difficult to use
• inexpensive / expensive
• general / unique
• stand alone / networked
d. Reference-
Exceptional Chilren by William L. Heward
Including All Students by Ben Clay
http://www.naset.org/2278.0.html
Physical Disabilities in the classroom (specialed.about.com)
http://specialed.about.com/od/physicaldisabilities/Physical_Disabilities.htm
http://www.washington.edu/doit/CareerN/adaptive.html
A. Description
As defined by IDEA, the term "child with a disability" means a child: "with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services." IDEA refers to physical disabilities as orthopedic impairment, and in C.F.R. Sec 300.7 states: "Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g. clubfoot, absence of some member, etc.), impairments cause by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations and fractures or burns that cause contractures). Health Impairments 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 philia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and adversely affects a child’s educational performance. Student frequently miss school because of their health problems. Attention Deficit Disorder (AD/HD) -hyperactivity disorder (ADHD) is a condition which causes its sufferers to have extreme difficulty focusing, paying attention and controlling their behavior. It affects both children and adults, but is more prevalently diagnosed in children. Treatment for ADHD typically includes a drug regiment of psychostimulants. Instances of ADHD have steadily been on the rise, reaching what some consider alarming numbers. ADHD is a continual source of controversy not only because of its treatment plan but also due to the methods used for diagnosis. Hyperactive students are always on the go. As he or she gets older, the level of activity may go down. These children also act before they think.
B. Implications of teaching in each area of disability and modifications of teaching approaches-
Students with learning disabilities constitute the largest percentage of students (about 50%) served in special education. Clearly, the predominant problem for students with learning disabilities is academic. As a group they are not risk takers when it comes to academics. They often avoid asking questions and participating in class activities. As a regular education teacher I can best serve these students by varying instruction during lecture, small group, discussion, academic activities, and evaluation. Explicit instruction is often needed for students to learn main concepts. I can consult the special education teacher for specific educational goals and recommendations regarding instructional strategies and accommodations. This is of course needed when working with any student identified as having a disability and who has an IEP. Peer tutoring is strategy that has been successfully used to improve socialization and academic performance of students with learning disabilities. I will also as a regular education teacher use cooperative learning activities to provide disabled students opportunities to practice social skills while working on academic tasks. It is safe to assume that students with physical disabilities will have a vast support network to help them, including resource help, physical therapy, and an aid in the classroom.
If the student is unable to communicate verbally, they may use either a speech board, or a computer like object with a synthesized voice to help them to communicate. These devises are usually manipulated by the child pointing to a word or a symbol. If the student has poor muscle control, they may require aid in writing. These aids can vary from splints to help brace the hands or arms to typewriters and computers. The child may or may not be able to participate in a traditional physical education program. If not, a modified program that focuses on developing control of the body and motor skills may be substituted. But again, it is important to include the student in as many traditional classroom activities as possible. Self care skills should also be taught to the students. This is to aid the students in becoming more independent. Special care should also be taken to aid the students in developing socialization skills. As the regular education teacher I will have the responsibility to educate the rest of the class. A physical disability should not be ridiculed, nor is it something to be ashamed of. The regular education teacher must make the other students aware that each one of them is different, and part of life is accepting everybody's differences. ADHD in the classroom and how do I get a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a regular education teacher, my role is to evaluate each child’s individual needs and strengths. I can develop strategies that will help students with ADD/ADHD focus, stay on task, and learn to their full capabilities.
Successful programs for children with ADHD integrate the following three components:
• Accommodations: what you can do to make learning easier for students with ADD/ADHD.
• Instruction: the methods you use in teaching.
• Intervention: How you head off behaviors that disrupt concentration or distract other students.
As a regular elementary educator the most effective tool, however, in helping a student with ADD/ADHD is a positive attitude. Make the student my partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality works, and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADD/ADHD by offering rewards on a point or token system.
c. Technology-
Speech-language pathologists- provide speech therapy, language interventions, and oral motor coordination
Adapted physical educators- provide physical education activities designed to meet the individual’s needs.
Recreation therapists- who provide instruction in leisure activities and therapeutic recreation.
Mobility Impairments
• adjustable tables
• keyboard modifications
• keyboard guards and layouts
• alternative keyboard and mice
• Internet resources/services
• electronic mail
• Internet accessible services/resources
• hardware / software
• easy / difficult to implement
• easy / difficult to use
• inexpensive / expensive
• general / unique
• stand alone / networked
d. Reference-
Exceptional Chilren by William L. Heward
Including All Students by Ben Clay
http://www.naset.org/2278.0.html
Physical Disabilities in the classroom (specialed.about.com)
http://specialed.about.com/od/physicaldisabilities/Physical_Disabilities.htm
http://www.washington.edu/doit/CareerN/adaptive.html
Sunday, April 5, 2009
Blindness and Low Vision
Blindness and Low Vision
a.Description of Blindness and Low Vision
Low vision sighted learners. Learners who are partially sighted have a limited ability to see (even with correction), to the extent that modifications must be made in educational programming, equipment, materials, and/ or facilities if these students are to succeed. In addition, some of these learners may have difficulty seeing clearly and telling the difference between colors. Many are very sensitive to light, and may have a narrow field of vision.
Blind learners- Students with blindness differ from partially sighted learners in the blind learners rely to a great extent on their senses of touch, hearing, and smell. Those learners who have been blind since birth (congenitally blind) can have great difficulty understanding depth perception, space, and the relationship of one object to another. A student who becomes blind later in life can have problems coping with and adapting to blindness. However, their memory of visual experiences will help in adjusting too many educational experiences.
Interesting fact: There are 17 million children in the world with low vision or blurred eye sight. Children with inadequate vision often drop out of school when they cannot see the blackboard or letters in a book, and suffer the lifelong consequences of low education. The majority of these children experience refractive errors that can be corrected with glasses. This year, USAID supported programs in 10 countries that have distributed over 11,000 pairs of eyeglasses to children.
b.Implications of teaching in each area of disability and modifications of teaching approaches-
As an elementary regular education teacher I will Reading aloud materials from overheads, blackboards or handouts. I will give a verbal description of class activity, such as when a show of hands is requested, stating how many hands were raised. I will let my students in my regular education class who may have disability use tape recorders, laptop computers or slates and styluses for note taking. I can read lists and syllabi in advance to permit time for transfer to alternate formats. The use of black print on white or pale yellow paper will allow for those students with low vision to have maximum contrast when reading something. The use of advanced notice of class schedule and or room changes will enable the student to get familiar with surroundings and room location. As a regular elementary educator I will have an adapted computer with features such as, large print, speech synthesizer and Braille printer output in my classroom. Alternative test formats will also be used like taped, large print or Braille: use of readers, scribes, tape recorded responses, extended time, adapted computer or closed circuit TV. I will allow extra time to complete tests when adaptive technology or a reader/scribe is required. I will make class assignments available in electronic format, such as computer disc, to allow access by computers equipped with voice synthesizers or Braille output devices. As a regular education elementary teacher I will use assistive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers) for my students. I will use raised line drawings and tactile models of graphic materials. Last I will incorporate videos with audio description to accommodate my students in my regular elementary education class.
I feel that as a regular elementary education teacher if I use these strategies in my classroom my students will feel intergraded. Our job as teachers is to make all students feel welcome no matter what the disability might be. Education is for all who want and are willing to put forth the energy to learn.
c. Technology used to aid Blindness and Low Vision
Audio Description may be requested by someone who is blind or has low vision in order to better understand picture or visual materials. Assistive Listening Devices may be requested by someone who is blind or has low vision in order to concentrate on the instructor’s lecture without distraction from background noise. Braille Embossers and Printers may be purchased by some schools for use in-house if the Office of Disability Services does a lot of Braille for students who are blind or have low vision Braille Notetakers may be used by someone who is blind or have low vision in the classroom to take notes as an alternative to a human notetaker. CCTV or Video Magnifier may be requested by a student with low vision to examine textbooks, worksheets and documents. Computer Accessibility options can be altered so that sounds are displayed includes Keyboard Modifications and Mouse for Computers.
Document Conversion may be requested by someone who is blind or has low vision in order to gain information from textbooks. Types like books on tape, book loan information, braille, electronic text, and scribes.
DeafBlind Interpreter may be requested if a student is DeafBlind. Extended Exam Time may be requested if a student who is blind or has low vision uses a scribes or readers for exams or quizzes. Large Print may be requested by someone who has low vision in lieu of regular sized print. Notetaker may be requested by some students who are blind or have low vision. Readers Some students who are blind or have low vision may request a reader for in-class assignments, exams or quizzes. A reader would read the material aloud to the student. Refreshable Braille Display may be requested by someone who is blind or has low vision for classroom use with handouts or materials. Scan and Read may be requested by someone who is blind or has low vision. A textbook, worksheet or handout can be scanned into a computer and then read aloud. Screen Magnification of the computer to enlarge text and graphics may be requested by someone who low vision. Screen Readers capabilities of a computer may be requested by someone who is blind or has low vision in order to hear what is on the screen.
Verbal Instructions and Written Materials such as assignments, due dates, class discussion and blackboard materials may need to be written out for students who are blind or have low vision. Tape Recorder may be requested by someone who is blind or has low vision for the use of notetaking in class.TeleBraille or Braillephone students who are DeafBlind may request the use of a TeleBraille/Braillephone in order to use the telephone.Relay Service
Text to Speech may be requested by students who are blind or have low vision in order to use their computer to read text, graphics or scanned materials on the computer screen. Voice may be requested by students who are blind or have low vision in order to talk into a microphone, and in turn, what the students says appears on the computer screen.
d. References-
All Children have different Eyes- Resources for children with low vision. The first picture book in a series to help ... Freedom Scientific podcasts on accessibility technology news. ... service organization best known for its support of blind and low-vision issues. www.lowvisionkids.com
Blindness and Low Vision- teachers of vision impaired children, who help to meet the academic needs of ... Long, professor of blindness and low vision studies and associate dean in ... At WMU, one emphasis is on how people with low vision and blindness cross ...www.wmich.edu/magazine/features/blv
Deaf Blind information- American Association of Deaf Blind American Association of the Deaf-Blind (AADB) ... who are deaf-blind; and to increase the numbers of children, young adults, their families, ... The Internet Low VisionSociety.www.lowvision.org/deaf_blind_information.htm
Educational Interventions for Students with Low Vision - Unique educational interventions are essential for students with low vision in order to ensure successful outcomes in the school setting. ... www.afb.org
Including All Students by Ben Clay- gave information on the description of blindness and low vision in children.
Specific Disability - Blind/Low Vision
Information for Families of Children and Youth with Blindness/Low Vision ... Specific to Blindness/Visual Impairment. Assistive Technology Guidelines (PDF) ...
www.cde.state.co.us
United States Agency for International Development (USAID)-USAID is the government agency providing US economic and humanitarian assistance worldwide for more than 40 years.
www.usaid.gov/
a.Description of Blindness and Low Vision
Low vision sighted learners. Learners who are partially sighted have a limited ability to see (even with correction), to the extent that modifications must be made in educational programming, equipment, materials, and/ or facilities if these students are to succeed. In addition, some of these learners may have difficulty seeing clearly and telling the difference between colors. Many are very sensitive to light, and may have a narrow field of vision.
Blind learners- Students with blindness differ from partially sighted learners in the blind learners rely to a great extent on their senses of touch, hearing, and smell. Those learners who have been blind since birth (congenitally blind) can have great difficulty understanding depth perception, space, and the relationship of one object to another. A student who becomes blind later in life can have problems coping with and adapting to blindness. However, their memory of visual experiences will help in adjusting too many educational experiences.
Interesting fact: There are 17 million children in the world with low vision or blurred eye sight. Children with inadequate vision often drop out of school when they cannot see the blackboard or letters in a book, and suffer the lifelong consequences of low education. The majority of these children experience refractive errors that can be corrected with glasses. This year, USAID supported programs in 10 countries that have distributed over 11,000 pairs of eyeglasses to children.
b.Implications of teaching in each area of disability and modifications of teaching approaches-
As an elementary regular education teacher I will Reading aloud materials from overheads, blackboards or handouts. I will give a verbal description of class activity, such as when a show of hands is requested, stating how many hands were raised. I will let my students in my regular education class who may have disability use tape recorders, laptop computers or slates and styluses for note taking. I can read lists and syllabi in advance to permit time for transfer to alternate formats. The use of black print on white or pale yellow paper will allow for those students with low vision to have maximum contrast when reading something. The use of advanced notice of class schedule and or room changes will enable the student to get familiar with surroundings and room location. As a regular elementary educator I will have an adapted computer with features such as, large print, speech synthesizer and Braille printer output in my classroom. Alternative test formats will also be used like taped, large print or Braille: use of readers, scribes, tape recorded responses, extended time, adapted computer or closed circuit TV. I will allow extra time to complete tests when adaptive technology or a reader/scribe is required. I will make class assignments available in electronic format, such as computer disc, to allow access by computers equipped with voice synthesizers or Braille output devices. As a regular education elementary teacher I will use assistive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers) for my students. I will use raised line drawings and tactile models of graphic materials. Last I will incorporate videos with audio description to accommodate my students in my regular elementary education class.
I feel that as a regular elementary education teacher if I use these strategies in my classroom my students will feel intergraded. Our job as teachers is to make all students feel welcome no matter what the disability might be. Education is for all who want and are willing to put forth the energy to learn.
c. Technology used to aid Blindness and Low Vision
Audio Description may be requested by someone who is blind or has low vision in order to better understand picture or visual materials. Assistive Listening Devices may be requested by someone who is blind or has low vision in order to concentrate on the instructor’s lecture without distraction from background noise. Braille Embossers and Printers may be purchased by some schools for use in-house if the Office of Disability Services does a lot of Braille for students who are blind or have low vision Braille Notetakers may be used by someone who is blind or have low vision in the classroom to take notes as an alternative to a human notetaker. CCTV or Video Magnifier may be requested by a student with low vision to examine textbooks, worksheets and documents. Computer Accessibility options can be altered so that sounds are displayed includes Keyboard Modifications and Mouse for Computers.
Document Conversion may be requested by someone who is blind or has low vision in order to gain information from textbooks. Types like books on tape, book loan information, braille, electronic text, and scribes.
DeafBlind Interpreter may be requested if a student is DeafBlind. Extended Exam Time may be requested if a student who is blind or has low vision uses a scribes or readers for exams or quizzes. Large Print may be requested by someone who has low vision in lieu of regular sized print. Notetaker may be requested by some students who are blind or have low vision. Readers Some students who are blind or have low vision may request a reader for in-class assignments, exams or quizzes. A reader would read the material aloud to the student. Refreshable Braille Display may be requested by someone who is blind or has low vision for classroom use with handouts or materials. Scan and Read may be requested by someone who is blind or has low vision. A textbook, worksheet or handout can be scanned into a computer and then read aloud. Screen Magnification of the computer to enlarge text and graphics may be requested by someone who low vision. Screen Readers capabilities of a computer may be requested by someone who is blind or has low vision in order to hear what is on the screen.
Verbal Instructions and Written Materials such as assignments, due dates, class discussion and blackboard materials may need to be written out for students who are blind or have low vision. Tape Recorder may be requested by someone who is blind or has low vision for the use of notetaking in class.TeleBraille or Braillephone students who are DeafBlind may request the use of a TeleBraille/Braillephone in order to use the telephone.Relay Service
Text to Speech may be requested by students who are blind or have low vision in order to use their computer to read text, graphics or scanned materials on the computer screen. Voice may be requested by students who are blind or have low vision in order to talk into a microphone, and in turn, what the students says appears on the computer screen.
d. References-
All Children have different Eyes- Resources for children with low vision. The first picture book in a series to help ... Freedom Scientific podcasts on accessibility technology news. ... service organization best known for its support of blind and low-vision issues. www.lowvisionkids.com
Blindness and Low Vision- teachers of vision impaired children, who help to meet the academic needs of ... Long, professor of blindness and low vision studies and associate dean in ... At WMU, one emphasis is on how people with low vision and blindness cross ...www.wmich.edu/magazine/features/blv
Deaf Blind information- American Association of Deaf Blind American Association of the Deaf-Blind (AADB) ... who are deaf-blind; and to increase the numbers of children, young adults, their families, ... The Internet Low VisionSociety.www.lowvision.org/deaf_blind_information.htm
Educational Interventions for Students with Low Vision - Unique educational interventions are essential for students with low vision in order to ensure successful outcomes in the school setting. ... www.afb.org
Including All Students by Ben Clay- gave information on the description of blindness and low vision in children.
Specific Disability - Blind/Low Vision
Information for Families of Children and Youth with Blindness/Low Vision ... Specific to Blindness/Visual Impairment. Assistive Technology Guidelines (PDF) ...
www.cde.state.co.us
United States Agency for International Development (USAID)-USAID is the government agency providing US economic and humanitarian assistance worldwide for more than 40 years.
www.usaid.gov/
Saturday, March 28, 2009
Deafness and Hearing Loss
a. Definition of Deafness and Hearing Loss-
The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related services programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately. Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance." Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification." Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.
There are four types of hearing loss. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the conduction pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically. Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves which supply it. These hearing losses can range from mild to profound. They often affect the person's ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible. A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.
Hearing loss and deafness affect individuals of all ages and may occur at any time from infancy through old age. The U.S. Department of Education (2002) reports that, during the 2000-2001 school year, 70,767 students aged 6 to 21 (or 1.3% of all students with disabilities) received special education services under the category of “hearing impairment.” However, the number of children with hearing loss and deafness is undoubtedly higher, since many of these students may have other disabilities as well and may be served under other categories. (National Dissemination Center for Children with Disabilities)
b. Implication of teaching in each area of disability and modifications of teaching approaches-
I will as a regular elementary education teacher provide the students with the following learning aids. First I will provide printed copies of overhead or PowerPoint presentations. If available, I will provide any visual aids that may assist in learning. Provide handouts such as syllabus, lesson plans, and assignments. Write special announcements, assignments, etc. on the whiteboard. Allow additional time for recording any information placed on whiteboard before erasing. Write down technical vocabulary, foreign terms, formulas, etc. on the whiteboard or provide a handout. Use captioned films/videos or provide a written transcript. Help find seating near the front if requested by the student which maybe necessary for speech reading and recording. I will as a regular education elementary teacher make arrangements for written tests in place of oral tests. I will know how to wear an assistive listening device if requested and how to wear a digital voice recording device. Keep classroom door closed to eliminate outside distractions & amplification of background noises. If practical, modify classroom seating in a circular pattern. This will allow my elementary regular education students to observe and interact with classmates. I will also speak slowly and face the student when speaking. I will make sure that when communicating through an interpreter that I look at the student and speak directly to him instead of the interpreter. I will as an elementary regular education teacher use peer note takers to help students who are deaf or hard of hearing. Notes can be photocopied or pressure sensitive note taking paper can be provided.
c. Technology used to aid students with deafness or hearing loss.
Assistive listening devices (ALDs) filter out unwanted background noise (students talking, books being opened/closed, chairs sliding) so that the user primarily hears the speaker. ALDs are primarily used in large group or lecture settings, as well as smaller settings where it would be helpful to have the sound source focused.
FM system refers to a "frequency modulated" radio wave system which uses a transmitter and a receiver. The transmitter is connected to a microphone and given to the instructor or plugged into a television. The transmitter is small enough it can be put in a pocket or clipped onto a belt. The microphone can be clipped to a shirt or held by the instructor. The student wears the receiver and can adjust the volume to a personal level of comfort. When the transmitter and receiver are on the same frequency wave, the student hears the instructor clearly through radio signals. This type of ALD works with students who have severe to profound hearing loss.
An infrared listening system uses invisible light waves that transmit sound from the instructor or television, which is then sent to the receiver worn by the student. This type of ALD works best with mild hearing loss. This type of ALD also works best for theater type style situations.
Induction Loop Devices will only work if a student both has a hearing aid and has the "T" setting on the hearing aid. The speaker will speak into the transmitter’s microphone while the student will be in the middle of the loop. The student will turn the hearing aid to "T" and receive the information from his or her instructor. One may need to specifically ask this question, as some who wear hearing aids do not use the "T-coil". Some hearing aids don’t have a "T-coil" setting as an option. Another option is to have a separate receiver and headphones.
Hard-Wired Devices are used when a direct connection between the instructor and the student can be established. The instructor will use a microphone or plug in with a cord. The student will plug the other end of the cord into his or her hearing aid. The student can then better understand the speaker while eliminating background noise and distractions. This type of ALD works well with conductive hearing loss, which deals with sound transmission within the middle ear, as students with this type of hearing loss often benefit from amplification.
The Sound Field System consists of a portable speaker that is placed close to the user. This can be helpful in classrooms for people with mild or moderate disabilities. Sound Field Systems are the same as wireless speakers.
d. Resources
deafness.about.com/cs/educationgeneral/a/classroomnoise.htm
Fact Sheet Deafness & Hearing Loss.PDS www.intervene4ateen.com/documents/Deafness%20and%20Hearing%20Loss.pd
The causes of profound deafness in childhood: a study of 3,535 individuals ...
by George Robert Fraser
"Inclusion and Hearing Loss: Tips for Teaching a Student with a Hearing Impairment" - http://deaf-child-parenting.suite101.com/article.cfm/inclusion_and_hearing_loss#ixzz0B5JVv2PR
Individuals with Disabilities Education Act
National Dissemination Center for Children with Disabilities
www.nlm.nih.gov/medlineplus/hearingdisordersanddeafness.html
The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related services programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately. Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance." Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification." Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.
There are four types of hearing loss. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the conduction pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically. Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves which supply it. These hearing losses can range from mild to profound. They often affect the person's ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible. A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.
Hearing loss and deafness affect individuals of all ages and may occur at any time from infancy through old age. The U.S. Department of Education (2002) reports that, during the 2000-2001 school year, 70,767 students aged 6 to 21 (or 1.3% of all students with disabilities) received special education services under the category of “hearing impairment.” However, the number of children with hearing loss and deafness is undoubtedly higher, since many of these students may have other disabilities as well and may be served under other categories. (National Dissemination Center for Children with Disabilities)
b. Implication of teaching in each area of disability and modifications of teaching approaches-
I will as a regular elementary education teacher provide the students with the following learning aids. First I will provide printed copies of overhead or PowerPoint presentations. If available, I will provide any visual aids that may assist in learning. Provide handouts such as syllabus, lesson plans, and assignments. Write special announcements, assignments, etc. on the whiteboard. Allow additional time for recording any information placed on whiteboard before erasing. Write down technical vocabulary, foreign terms, formulas, etc. on the whiteboard or provide a handout. Use captioned films/videos or provide a written transcript. Help find seating near the front if requested by the student which maybe necessary for speech reading and recording. I will as a regular education elementary teacher make arrangements for written tests in place of oral tests. I will know how to wear an assistive listening device if requested and how to wear a digital voice recording device. Keep classroom door closed to eliminate outside distractions & amplification of background noises. If practical, modify classroom seating in a circular pattern. This will allow my elementary regular education students to observe and interact with classmates. I will also speak slowly and face the student when speaking. I will make sure that when communicating through an interpreter that I look at the student and speak directly to him instead of the interpreter. I will as an elementary regular education teacher use peer note takers to help students who are deaf or hard of hearing. Notes can be photocopied or pressure sensitive note taking paper can be provided.
c. Technology used to aid students with deafness or hearing loss.
Assistive listening devices (ALDs) filter out unwanted background noise (students talking, books being opened/closed, chairs sliding) so that the user primarily hears the speaker. ALDs are primarily used in large group or lecture settings, as well as smaller settings where it would be helpful to have the sound source focused.
FM system refers to a "frequency modulated" radio wave system which uses a transmitter and a receiver. The transmitter is connected to a microphone and given to the instructor or plugged into a television. The transmitter is small enough it can be put in a pocket or clipped onto a belt. The microphone can be clipped to a shirt or held by the instructor. The student wears the receiver and can adjust the volume to a personal level of comfort. When the transmitter and receiver are on the same frequency wave, the student hears the instructor clearly through radio signals. This type of ALD works with students who have severe to profound hearing loss.
An infrared listening system uses invisible light waves that transmit sound from the instructor or television, which is then sent to the receiver worn by the student. This type of ALD works best with mild hearing loss. This type of ALD also works best for theater type style situations.
Induction Loop Devices will only work if a student both has a hearing aid and has the "T" setting on the hearing aid. The speaker will speak into the transmitter’s microphone while the student will be in the middle of the loop. The student will turn the hearing aid to "T" and receive the information from his or her instructor. One may need to specifically ask this question, as some who wear hearing aids do not use the "T-coil". Some hearing aids don’t have a "T-coil" setting as an option. Another option is to have a separate receiver and headphones.
Hard-Wired Devices are used when a direct connection between the instructor and the student can be established. The instructor will use a microphone or plug in with a cord. The student will plug the other end of the cord into his or her hearing aid. The student can then better understand the speaker while eliminating background noise and distractions. This type of ALD works well with conductive hearing loss, which deals with sound transmission within the middle ear, as students with this type of hearing loss often benefit from amplification.
The Sound Field System consists of a portable speaker that is placed close to the user. This can be helpful in classrooms for people with mild or moderate disabilities. Sound Field Systems are the same as wireless speakers.
d. Resources
deafness.about.com/cs/educationgeneral/a/classroomnoise.htm
Fact Sheet Deafness & Hearing Loss.PDS www.intervene4ateen.com/documents/Deafness%20and%20Hearing%20Loss.pd
The causes of profound deafness in childhood: a study of 3,535 individuals ...
by George Robert Fraser
"Inclusion and Hearing Loss: Tips for Teaching a Student with a Hearing Impairment" - http://deaf-child-parenting.suite101.com/article.cfm/inclusion_and_hearing_loss#ixzz0B5JVv2PR
Individuals with Disabilities Education Act
National Dissemination Center for Children with Disabilities
www.nlm.nih.gov/medlineplus/hearingdisordersanddeafness.html
Sunday, March 15, 2009
Communication Disorders- Speech/Language
a. Definition: Communication Disorders- (Speech/Language)
The term Communication Disorders encompasses a wide variety of problems in language, speech, and hearing. Speech and language impairments including articulation problems, voice disorders, fluency problems (such as stuttering), aphasia (difficulty in using words, usually as a result of brain injury), and delays in speech and or language. Speech and language delays may be due to many factors, including environmental factors or hearing loss.
Hearing impairments include partial hearing and deafness. Deafness may be defined as a loss sufficient to make auditory communication difficult or impossible without amplification. There are four types of hearing loss. Conductive hearing losses are caused by caused by diseases or obstructions in the outer or middle ear and can usually be helped with a hearing aid. Sensorineural losses result from damage to the sensory hair cells of the inner ear or the nerves that supply it and may not respond to the use of a hearing aid. Mixed hearing losses are those in which the problem occurs both in the outer or middle ear and in the inner ear. A central hearing loss results from damage to nerves or brain.
Spoken language problems are referred to by a number of labels, including language delay, language disability, or a specific type of language disability. In general, experts distinguish between those people who seem to be slow in developing spoken language (language delay) and those who seem to have difficulty achieving a milestone of spoken language (language disorders). Language disorders include stuttering; articulation disorders, such as substituting one sound for another (tandy for candy), omitting a sound (canny for candy), or distorting a sound (shlip for sip); and voice disorders, such as inappropriate pitch, volume, or quality. Causes can be related to hearing, nerve/muscle disorders, head injury, viral diseases, mental retardation, drug abuse, or cleft lip or palate. (www.rmlearning.com)
b. Implications of teaching in each are of disability and modifications of teaching approaches-
As a regular education teacher I will make sure to do these things when teaching students with Communication Disorders. I will maintain contact with students during lessons and class time. I will allow students to tape lectures. Provide and interpreter (signed English or American Sign Language) to those who enquire another form of communication. Encourage and assist in facilitation of participation in activities and discussions. As a regular education teacher I will do as follows to help the students to learn in the best way possible. Allow more time for the students to complete activities. Place the students within reasonable distances from the instructor to meet their needs. Anticipate areas of difficulty in access and involve the students in doing the same. Together, work out alternate procedures while trying not to disengage the student from the activity. For students who cannot use the computer because of other physical limitations in their hands or arms, explore avenues for obtaining adaptive access software, (includingUnicorn keyboards), special switches, Power Pads, eye controlled input systems, touch screens, footmice, and other special equipment. (www.as.wvu.edu) If appropriate, provide assistance, but also provide reinforcement when the student shows the ability to do something unaided. Use a peer-buddy system when appropriate. Lastly, I will consider alternate activities/exercises that be utilized with less difficulty for the student, but has the same similar learning objectives. If working in group I will as a regular education teacher implement these strategies. I will encourage classmates to accept the students with communicative problems. Providing an atmosphere conductive to easy and good interactive communication should be established and maintained in the classroom. Encourage and assist in the facilitation of participation in activities and discussions. Allow more time for the students to complete activities. When testing I will as a regular education teacher implement the following strategies. I will allow more time for the students with communication impairments to complete tests in their optimal mode of communication. Design tests that are appropriate for the student’s disorder (written, drawn, or oral.) Writers could be provided for the test taking if the individual requires such assistance. Last I will check to be sure that test instructions are completely understood by the child and provide any additional assistance that may be needed. I feel as a regular education teacher if I implement all these strategies in my classroom my students will be successful in learning. These strategies will not work for every student but I will have to teach and learn how to benefit all different kinds of students. What works with one student may not work for another. These will be my starting blocks and I will modify and change them throughout my years of teaching.
c. Technology:
The NoHands Mouse™ is a foot operated mouse that consists of two separate pedals. One pedal operates the pointer, while the other is used for button clicking. By default, a heel-click engages the right mouse button, while a toe-click engages the left mouse button.
SPATS-HI (SPATS for hearing-impaired persons), was developed as a system for teaching hearing-aid and cochlear-implant users to more accurately identify the speech sounds heard through those assistive devices
SPATS-ESL is made available to independent ESL schools and to university units, such as Engineering or Business Programs with large numbers of international students in need of improving their ability to converse in English. SPATS-ESL is designed for students with basic knowledge of written English as evidenced by paper and pencil TOEFL scores at or above 500. SPATS-ESL is not designed to teach English grammar, vocabulary, or idioms. It is designed to teach International Students with a basic knowledge of English to be able to accurately perceive naturally spoken English sentences and to be able to identify the basic sounds of spoken English accurately
Personal frequency modulation (FM) systems are like miniature radio stations operating on special frequencies assigned by the Federal Communications Commission. The personal FM system consists of a transmitter microphone used by the speaker and a receiver used by you, the listener. The receiver transmits the sound to your hearing aid either through direct audio input or through a looped cord Computerized speech recognition which allows a computer to change a spoken message into a word processed document worn around your neck.
Sound field systems, that assists listening for all children in the class. Using FM technology, the teacher speaks into a microphone transmitter. The teacher's voice is projected through speakers mounted around the classroom. This arrangement assists in overcoming the problems of distance, background noise, and poor room acoustics that affect listening for all children.
Keyboard filters include typing aids such as word prediction utilities and add-on spelling checkers. These products reduce the required number of keystrokes. Certain keyboard filters enable users to quickly access the letters they need and to avoid inadvertently selecting keys they don't want.
Speech recognition systems, also called voice recognition programs, allow people to give commands and enter data using their voices rather than a mouse or keyboard.
Screen review utilities make on-screen information available as synthesized speech and pairs the speech with a visual representation of a word, for example, highlighting a word as it is spoken. Screen review utilities convert the text that appears on screen into a computer voice. This helps some people with language difficulties and impairments by giving them information visually and aurally at the same time.
Touch screens are devices placed on the computer monitor (or built into it) that allow direct selection or activation of the computer by touching the screen.
Speech synthesizers (often referred to as text-to-speech (TTS) systems) receive information going to the screen in the form of letters, numbers, and punctuation marks, and then "speak" it out loud.
d. References:
www.as.wvu.edu
Assistive Technology- http://www.microsoft.com/enable/guides/language.aspx
Communication Disorders- www.as.wvu.edu/~scidis/comm.html
Handheld Speech Devices- www.GusInc.
Hixon, T. J., Shribers, L. D., & Saxman, J. H. (Eds.). (1980). Introduction to Communication Disorders. Englewood Cliffs, NJ: Prentice-Hall.
King, R. R. & Sommers, R. K. (1986). Talking Tots: Normal and Impaired Communication Development of Preschool Children. Danville, IL: Interstate Printers and Publishers.
Luterman, D. (1987). Deafness in the Family. Boston: Little, Brown.
Miller, A. L. (1980). Hearing Loss, Hearing Aids, and Your Child. Springfield, IL: Charles C Thomas.
Moores, D. F. (1987). Educating the Deaf: Psychology, Principles, and Practices (3rd ed.). Boston: Houghton Mifflin.
National Information Center on Deafness, & National Association of the Deaf. (1987). Deafness: A Fact Sheet. Washington, DC: Author.
Ogden, P., & Lipsett, A. (1982). The Silent Garden: Understanding the Hearing Impaired Child. New York: St. Martin's.
Oyer, H. J., Crowe, B., & Haas, W. H. (1987). Speech, Language, and Hearing Disorders: A Guide for the Teacher. Boston: Little, Brown.
Schwartz, S. (Ed.). (1987). Choices in Deafness: A Parent's Guide. Rockville, MD: Woodbine House.
Van Hattum, R. J. (Ed.). (1980). Communication Disorders. AN Introduction. New York: Macmillan.
Watson, CS, Miller, JD, Kewley-Port, D, Humes, LE, and Wightman, FL (2008) “Training listeners to identify the sounds of speech: I. A review of past studies” The Hearing Journal 61(9), 26-31
The term Communication Disorders encompasses a wide variety of problems in language, speech, and hearing. Speech and language impairments including articulation problems, voice disorders, fluency problems (such as stuttering), aphasia (difficulty in using words, usually as a result of brain injury), and delays in speech and or language. Speech and language delays may be due to many factors, including environmental factors or hearing loss.
Hearing impairments include partial hearing and deafness. Deafness may be defined as a loss sufficient to make auditory communication difficult or impossible without amplification. There are four types of hearing loss. Conductive hearing losses are caused by caused by diseases or obstructions in the outer or middle ear and can usually be helped with a hearing aid. Sensorineural losses result from damage to the sensory hair cells of the inner ear or the nerves that supply it and may not respond to the use of a hearing aid. Mixed hearing losses are those in which the problem occurs both in the outer or middle ear and in the inner ear. A central hearing loss results from damage to nerves or brain.
Spoken language problems are referred to by a number of labels, including language delay, language disability, or a specific type of language disability. In general, experts distinguish between those people who seem to be slow in developing spoken language (language delay) and those who seem to have difficulty achieving a milestone of spoken language (language disorders). Language disorders include stuttering; articulation disorders, such as substituting one sound for another (tandy for candy), omitting a sound (canny for candy), or distorting a sound (shlip for sip); and voice disorders, such as inappropriate pitch, volume, or quality. Causes can be related to hearing, nerve/muscle disorders, head injury, viral diseases, mental retardation, drug abuse, or cleft lip or palate. (www.rmlearning.com)
b. Implications of teaching in each are of disability and modifications of teaching approaches-
As a regular education teacher I will make sure to do these things when teaching students with Communication Disorders. I will maintain contact with students during lessons and class time. I will allow students to tape lectures. Provide and interpreter (signed English or American Sign Language) to those who enquire another form of communication. Encourage and assist in facilitation of participation in activities and discussions. As a regular education teacher I will do as follows to help the students to learn in the best way possible. Allow more time for the students to complete activities. Place the students within reasonable distances from the instructor to meet their needs. Anticipate areas of difficulty in access and involve the students in doing the same. Together, work out alternate procedures while trying not to disengage the student from the activity. For students who cannot use the computer because of other physical limitations in their hands or arms, explore avenues for obtaining adaptive access software, (includingUnicorn keyboards), special switches, Power Pads, eye controlled input systems, touch screens, footmice, and other special equipment. (www.as.wvu.edu) If appropriate, provide assistance, but also provide reinforcement when the student shows the ability to do something unaided. Use a peer-buddy system when appropriate. Lastly, I will consider alternate activities/exercises that be utilized with less difficulty for the student, but has the same similar learning objectives. If working in group I will as a regular education teacher implement these strategies. I will encourage classmates to accept the students with communicative problems. Providing an atmosphere conductive to easy and good interactive communication should be established and maintained in the classroom. Encourage and assist in the facilitation of participation in activities and discussions. Allow more time for the students to complete activities. When testing I will as a regular education teacher implement the following strategies. I will allow more time for the students with communication impairments to complete tests in their optimal mode of communication. Design tests that are appropriate for the student’s disorder (written, drawn, or oral.) Writers could be provided for the test taking if the individual requires such assistance. Last I will check to be sure that test instructions are completely understood by the child and provide any additional assistance that may be needed. I feel as a regular education teacher if I implement all these strategies in my classroom my students will be successful in learning. These strategies will not work for every student but I will have to teach and learn how to benefit all different kinds of students. What works with one student may not work for another. These will be my starting blocks and I will modify and change them throughout my years of teaching.
c. Technology:
The NoHands Mouse™ is a foot operated mouse that consists of two separate pedals. One pedal operates the pointer, while the other is used for button clicking. By default, a heel-click engages the right mouse button, while a toe-click engages the left mouse button.
SPATS-HI (SPATS for hearing-impaired persons), was developed as a system for teaching hearing-aid and cochlear-implant users to more accurately identify the speech sounds heard through those assistive devices
SPATS-ESL is made available to independent ESL schools and to university units, such as Engineering or Business Programs with large numbers of international students in need of improving their ability to converse in English. SPATS-ESL is designed for students with basic knowledge of written English as evidenced by paper and pencil TOEFL scores at or above 500. SPATS-ESL is not designed to teach English grammar, vocabulary, or idioms. It is designed to teach International Students with a basic knowledge of English to be able to accurately perceive naturally spoken English sentences and to be able to identify the basic sounds of spoken English accurately
Personal frequency modulation (FM) systems are like miniature radio stations operating on special frequencies assigned by the Federal Communications Commission. The personal FM system consists of a transmitter microphone used by the speaker and a receiver used by you, the listener. The receiver transmits the sound to your hearing aid either through direct audio input or through a looped cord Computerized speech recognition which allows a computer to change a spoken message into a word processed document worn around your neck.
Sound field systems, that assists listening for all children in the class. Using FM technology, the teacher speaks into a microphone transmitter. The teacher's voice is projected through speakers mounted around the classroom. This arrangement assists in overcoming the problems of distance, background noise, and poor room acoustics that affect listening for all children.
Keyboard filters include typing aids such as word prediction utilities and add-on spelling checkers. These products reduce the required number of keystrokes. Certain keyboard filters enable users to quickly access the letters they need and to avoid inadvertently selecting keys they don't want.
Speech recognition systems, also called voice recognition programs, allow people to give commands and enter data using their voices rather than a mouse or keyboard.
Screen review utilities make on-screen information available as synthesized speech and pairs the speech with a visual representation of a word, for example, highlighting a word as it is spoken. Screen review utilities convert the text that appears on screen into a computer voice. This helps some people with language difficulties and impairments by giving them information visually and aurally at the same time.
Touch screens are devices placed on the computer monitor (or built into it) that allow direct selection or activation of the computer by touching the screen.
Speech synthesizers (often referred to as text-to-speech (TTS) systems) receive information going to the screen in the form of letters, numbers, and punctuation marks, and then "speak" it out loud.
d. References:
www.as.wvu.edu
Assistive Technology- http://www.microsoft.com/enable/guides/language.aspx
Communication Disorders- www.as.wvu.edu/~scidis/comm.html
Handheld Speech Devices- www.GusInc.
Hixon, T. J., Shribers, L. D., & Saxman, J. H. (Eds.). (1980). Introduction to Communication Disorders. Englewood Cliffs, NJ: Prentice-Hall.
King, R. R. & Sommers, R. K. (1986). Talking Tots: Normal and Impaired Communication Development of Preschool Children. Danville, IL: Interstate Printers and Publishers.
Luterman, D. (1987). Deafness in the Family. Boston: Little, Brown.
Miller, A. L. (1980). Hearing Loss, Hearing Aids, and Your Child. Springfield, IL: Charles C Thomas.
Moores, D. F. (1987). Educating the Deaf: Psychology, Principles, and Practices (3rd ed.). Boston: Houghton Mifflin.
National Information Center on Deafness, & National Association of the Deaf. (1987). Deafness: A Fact Sheet. Washington, DC: Author.
Ogden, P., & Lipsett, A. (1982). The Silent Garden: Understanding the Hearing Impaired Child. New York: St. Martin's.
Oyer, H. J., Crowe, B., & Haas, W. H. (1987). Speech, Language, and Hearing Disorders: A Guide for the Teacher. Boston: Little, Brown.
Schwartz, S. (Ed.). (1987). Choices in Deafness: A Parent's Guide. Rockville, MD: Woodbine House.
Van Hattum, R. J. (Ed.). (1980). Communication Disorders. AN Introduction. New York: Macmillan.
Watson, CS, Miller, JD, Kewley-Port, D, Humes, LE, and Wightman, FL (2008) “Training listeners to identify the sounds of speech: I. A review of past studies” The Hearing Journal 61(9), 26-31
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