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
Saturday, March 28, 2009
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
Sunday, March 8, 2009
Autistic Spectrum Disorder
A. Autistic Spectrum disorder:
Autistic spectrum disorder (ASD) is characterized by impairments in social interaction and communication, along with restricted, repetitive, and stereotyped patterns of behavior (American Psychiatric Association, 2000). Autism is an enigmatic disorder of unknown etiology that affects almost all areas of development and is present from birth. Across the country, states are reporting increases in the number of children with this disorder being served each year in the education system, with an average increase of more than 800% since 1992 (Individuals with Disabilities Education Act [IDEA], ). Autism Spectrum Disorders, sometimes called Pervasive Developmental Disorders (PDD), are a range of neurological disorders that most markedly involve some degree of difficulty with communication and interpersonal relationships, as well as obsessions and repetitive behaviors. As the term "spectrum" indicates, there can be a wide range of effects. Those at the lower-functioning end of the spectrum may be profoundly unable to break out of their own world and may be described as having Kanner's autism. Those at the higher-functioning end, sometimes diagnosed with Asperger Syndrome (AS), may be able to lead independent lives but still be awkward in their social interactions. Other, more rare autism spectrum disorders include Rett Syndrome (RS), which affects mostly girls, and Childhood Disintegrative Disorder (CDD), which affects mostly boys; in both cases, there is a period of normal development before the onset of autistic symptoms. Pervasive Developmental Disorder-Not Otherwise Specified may be diagnosed when a child has autistic symptoms but does not fit into another Autistic Spectrum Disorder diagnosis. (tp://specialchildren.about.com)
B. Implication of teaching in each area of disability and modifications of teaching approaches-
Characteristics that I should look for as an elementary regular education teacher are as follows.
Impaired social relationships
Many children with Autism do not speak, Echolalia is common among those who do talk
Varying levels of intellectual functioning uneven skill development.
Unusual responsiveness to sensory stimuli
Insistence on sameness
Ritualistic and stereotypic behavior
Aggressive or self injurer behavior
Autism spectrum disorder can be diagnosed at 18 months of age. With recent estimates being 1 in 150 people having autism. Boys are affected about four times more often than girls. Autism is the fastest growing category in special education. The cause of Autism is unknown. As a kindergarten regular educator I will look for certain signs of in children if they have not already been diagnosed. Parents are usually the ones who first notice signs of Autism. The ways I am going to implement these children into my classroom are as follows. As a kindergarten regular education teacher I will providing a very clear structured lesson and a set daily routine (including for play). Ensuring the pupil knows the days programmed at the start of each day and can make frequent reference to this throughout the day, e.g. providing a “picture board” with the day's activities “laid out.” The child can move the activity picture to the finished section on the board before moving on to the next activity. Placing this board in a neutral area (i.e. area not linked with specific activities), creating a transition area to enhance the understanding of finish and moving on to the next activity. Teaching what "finished" means and helping the pupil to identify when something has finished and something different has started. Making sure I providing a warning of any impending change of routine, or switch of\activity throughout the day. I will also make sure I use clear and unambiguous language. Avoiding humor/irony, or phrases like “my feet are killing me or it’s raining cats and dogs”, this may cause bewilderment, and confusion in the child. As a kindergarten regular educator I am going to make sure that I allow the students to avoid activities which the student may not like or understand, and supporting the student in open-ended group tasks. By using these approaches in my classroom I feel my students will be successful in learning.
C. Technology used to help children with Autism Spectrum Disorder
· Palm pilots- used for means of expression, understand text, and pictures for learning.
· Voice-recognition software and assistive-writing devices-language or fine motor deficits
· Audio text software and graphic organizers-highlights sections of text
· Palm T/X- good for the visually oriented picture taking and audio and video features.
· "Big Mack": A single switch/button device available from AbleNet (1) which allows for 20 seconds of record time. Approximate cost is $89.00.
· Talk Pad: A 4-message/button battery operated device available, which allows for 15 seconds of record time per button. Available from Frame Technologies (6) for approximately $99.00.
· "Voice in the Box": Multi-message battery operated communication devices available in 16, 24 or 40 messages/buttons from FrameTechnologies 6) for approximately $195.00.
· "Cheap Talk 4": A 4 message/button device which allows for 5 seconds of record time per button available from Enabling Devices (5) for approximately $69.00.
· "Step-by-Step Communicator": A battery operated device which allows for prerecording a series of unlimited sequenced messages up to a total of 75 seconds of record time. Available from AbleNet (1) for $129.00.
· Language Master: The Language Master is a "mid" tech piece of equipment that has been used for more than 20 years (25). The Language Master is an electronic device about the size of an old tape recorder
· Tape recorder: Any easily operated tape recorder can be effective in addressing various skill areas in children with autism spectrum disorder.
D. References
American Psychiatric Association, 2000- information on the definition of Autism
www.autism-resources.com/papers/LINK.htm
www.cs.northwestern.edu
Including All Students By Ben Clay
Individuals with Disabilities Education Act [IDEA]- supporting the ideas associated with Autism
www.ninds.nih.gov/disorders/autism/detail_autism
http://www.specialed.us/autism/assist/asst14.htm -for the technology information
(tp://specialchildren.about.com)
Autistic spectrum disorder (ASD) is characterized by impairments in social interaction and communication, along with restricted, repetitive, and stereotyped patterns of behavior (American Psychiatric Association, 2000). Autism is an enigmatic disorder of unknown etiology that affects almost all areas of development and is present from birth. Across the country, states are reporting increases in the number of children with this disorder being served each year in the education system, with an average increase of more than 800% since 1992 (Individuals with Disabilities Education Act [IDEA], ). Autism Spectrum Disorders, sometimes called Pervasive Developmental Disorders (PDD), are a range of neurological disorders that most markedly involve some degree of difficulty with communication and interpersonal relationships, as well as obsessions and repetitive behaviors. As the term "spectrum" indicates, there can be a wide range of effects. Those at the lower-functioning end of the spectrum may be profoundly unable to break out of their own world and may be described as having Kanner's autism. Those at the higher-functioning end, sometimes diagnosed with Asperger Syndrome (AS), may be able to lead independent lives but still be awkward in their social interactions. Other, more rare autism spectrum disorders include Rett Syndrome (RS), which affects mostly girls, and Childhood Disintegrative Disorder (CDD), which affects mostly boys; in both cases, there is a period of normal development before the onset of autistic symptoms. Pervasive Developmental Disorder-Not Otherwise Specified may be diagnosed when a child has autistic symptoms but does not fit into another Autistic Spectrum Disorder diagnosis. (tp://specialchildren.about.com)
B. Implication of teaching in each area of disability and modifications of teaching approaches-
Characteristics that I should look for as an elementary regular education teacher are as follows.
Impaired social relationships
Many children with Autism do not speak, Echolalia is common among those who do talk
Varying levels of intellectual functioning uneven skill development.
Unusual responsiveness to sensory stimuli
Insistence on sameness
Ritualistic and stereotypic behavior
Aggressive or self injurer behavior
Autism spectrum disorder can be diagnosed at 18 months of age. With recent estimates being 1 in 150 people having autism. Boys are affected about four times more often than girls. Autism is the fastest growing category in special education. The cause of Autism is unknown. As a kindergarten regular educator I will look for certain signs of in children if they have not already been diagnosed. Parents are usually the ones who first notice signs of Autism. The ways I am going to implement these children into my classroom are as follows. As a kindergarten regular education teacher I will providing a very clear structured lesson and a set daily routine (including for play). Ensuring the pupil knows the days programmed at the start of each day and can make frequent reference to this throughout the day, e.g. providing a “picture board” with the day's activities “laid out.” The child can move the activity picture to the finished section on the board before moving on to the next activity. Placing this board in a neutral area (i.e. area not linked with specific activities), creating a transition area to enhance the understanding of finish and moving on to the next activity. Teaching what "finished" means and helping the pupil to identify when something has finished and something different has started. Making sure I providing a warning of any impending change of routine, or switch of\activity throughout the day. I will also make sure I use clear and unambiguous language. Avoiding humor/irony, or phrases like “my feet are killing me or it’s raining cats and dogs”, this may cause bewilderment, and confusion in the child. As a kindergarten regular educator I am going to make sure that I allow the students to avoid activities which the student may not like or understand, and supporting the student in open-ended group tasks. By using these approaches in my classroom I feel my students will be successful in learning.
C. Technology used to help children with Autism Spectrum Disorder
· Palm pilots- used for means of expression, understand text, and pictures for learning.
· Voice-recognition software and assistive-writing devices-language or fine motor deficits
· Audio text software and graphic organizers-highlights sections of text
· Palm T/X- good for the visually oriented picture taking and audio and video features.
· "Big Mack": A single switch/button device available from AbleNet (1) which allows for 20 seconds of record time. Approximate cost is $89.00.
· Talk Pad: A 4-message/button battery operated device available, which allows for 15 seconds of record time per button. Available from Frame Technologies (6) for approximately $99.00.
· "Voice in the Box": Multi-message battery operated communication devices available in 16, 24 or 40 messages/buttons from FrameTechnologies 6) for approximately $195.00.
· "Cheap Talk 4": A 4 message/button device which allows for 5 seconds of record time per button available from Enabling Devices (5) for approximately $69.00.
· "Step-by-Step Communicator": A battery operated device which allows for prerecording a series of unlimited sequenced messages up to a total of 75 seconds of record time. Available from AbleNet (1) for $129.00.
· Language Master: The Language Master is a "mid" tech piece of equipment that has been used for more than 20 years (25). The Language Master is an electronic device about the size of an old tape recorder
· Tape recorder: Any easily operated tape recorder can be effective in addressing various skill areas in children with autism spectrum disorder.
D. References
American Psychiatric Association, 2000- information on the definition of Autism
www.autism-resources.com/papers/LINK.htm
www.cs.northwestern.edu
Including All Students By Ben Clay
Individuals with Disabilities Education Act [IDEA]- supporting the ideas associated with Autism
www.ninds.nih.gov/disorders/autism/detail_autism
http://www.specialed.us/autism/assist/asst14.htm -for the technology information
(tp://specialchildren.about.com)
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