Definition of Exceptionality
Health Impairments and Physical Impairments
Definition of the IDEA is a severe orthopedic impairment- adversely affects a child's educational performance. Impairments caused by a congenital anomaly, disease, and other causes are included. Orthopedic impairment- skeletal system* bones, joints, limbs, associated muscles.
There is a diverse range of disabilities in this category including such conditions as cerebral palsy, spina bifida, amputations or limb absences, and muscular dystrophy
Attention-Deficit Hyperactivity Disorder (ADHD)Definition: persistent pattern of inattention and / or hyperactivity disorder impulsively that is more frequent and severe than is typically observed in people at a comparable level of development. They must have at least 6 symptoms of either inattention or hyperactivity-impulsively for a period of at least 6 months with the onset of the symptoms before the age of 7.
Implications of Teaching
As an elementary teach which I will be there are many different educational considerations that need to be taken in to place.
A child whom has ADHD have a very difficult time in learning. They easily get bored and uninterested in things. It is best when teaching these children to give little bits of information at a time so they can obtain it. A task needs to be completely finished before moving on to the next. In teaching these students a teacher must have patients and a positive attitude to help these students.
Spending time one on one with these student is great. This is also a time where you could talk about other things outside of school work to help these children get negative thinking and help them to become positive.
Specific Technologies
1. A paraprofessional
2. A specialist in speech if a child has speech problems.
3. Keyboards
4. A pointer for teachers to use so these children can easily follow.
Annotated Reference
1. Student with Physical Disabilities and Health Impairments.
http://www.ericdigests.org/pre-9213/health.htm
2. Physical Disabilities in the classroom
http://specialed.about.com/od/physicaldisabilities/Physical_Disabilities.htm
3. A guide for teachers and parents for ADHD very valuable
http://www.healthline.com/adamcontent/attention-deficit-hyperactivity-disorder-adhd?utm_medium=ask&utm_source=smart&utm_campaign=article&utm_term=ADHD&ask_return=Attention+Deficit+Hyperactivity+Disorder+
4. Teaching Student with these disabilities
http://codi.buffalo.edu/archives/colleges/.gasouth/.physical
5. Great articles on orthopedic impairment.
http://education.gsu.edu/PhysicalDis/news.html
Monday, April 20, 2009
Autism
Definition of Exceptionality
Autism Spectrum Disorder
Autism is a neurobehavioral syndrome marked by qualitative impairments of social interaction and communication, an by restricted reptetive, and stereotyped patterns of behavior.
Characteristics:
Difficulty relating to others in a typical manner
Extreme aloneness
Resistance to being picked up or held by parents
Significant speech deficits
Good rote memory
Early specific food preferences
Obsessive desire for sameness
Bizarre, repetitive behavior, such as consistently moving back and forth
Lack of imagination
Normal physical appearance
Definition of Autism from the IDEA. Autism means a developmental disability affecting verbal and nonverbal communication and social interacting, generally evident before agree three, that adversely affect a child’s educational performance. Other characteristics often associated with autism and engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, and unusual responses to sensory experience. Autism doesn’t apply not apply if a child’s educational performance is adversely affected primarily because the child has a serious emotional disturbance. A child who manifest the characteristics of autism after age 3 could be identified as having autism.
Autism is reported higher in males than females to a 4:1 ratio.
Implications of Teaching
Teaching student with autism isn’t easy but can be very successful. As an elementary teacher I will use educational approaches.
I think that using visual supports can be used in a variety of ways in the classroom. Visual supports can be very useful and help keep the child on task and stay organized. Ways in which you can use these visual supports are in labeling. Such as containers, signs, charts, and ect. This can help the child learn and understand organization. Being able to post rules and a schedule of a daily routine will help the students to stay on track and know when one lesson starts and another will end.
It is important to provide age appropriate materials. It is important when given oral instructions to make them simple. Teachers should avoid long instructions and when possible give visual aids to help these students not become overwhelm with the information.
Specific Technolgoies
1. Visual Pictures
2. Recorders
3. Schedules
4. Personal white boards or chalk boards to help draw pictures for students who have trouble in communicating.
Annotated References
1. One thing these student need most is PRAISE. Make sure you are giving them praise on things that they are doing well. These students become discourage easily so giving them praise gives them a sense of accomplishment.
2. Teaching Students with Autism- excellent study that was done great source
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
3. A guide for Educators
http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=190,211,107,81,1,Documents&MediaID=1376&Filename=Autism.pdf
4. Autism Fact Sheet
ttp://www.ninds.nih.gov/disorders/autism/detail_autism.htm.
5. Autism Society of American
http://www.autism-society.org/site/PageServer?pagename=research_home
6. Excellent Site for teaching students with Autism.
http://www.polyxo.com/
Emotional and Behavioral Disorders
Definition of Exceptionality
Emotional and Behavioral Disorders
The IDEA defines emotional or behavioral disorder as a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age cultural, or ethnic norms that the responses adversely affect educational performance. In response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school-related, and unresponsive to direct intervention in general education or the condition of the child is such that general education interventions would be insufficient. This term also includes such disabilities that co-exist with other disabilities. Includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorder of conduct or adjustment, affecting a child if the disorder affects educational performance.
When a student has a emotional or behavior disorder they tend to have difficulties in the transitions. When these children are in any type of transitions the must have complete support from the parents as well as the students. They children often become depressed.
Implications of Teaching
When teaching student whom suffer from Emotional and Behavioral Disorders you must Abe very patient and through. These children tend to be slower learner than others. As an elementary teacher in which I will be teaching I feel that you must set the rules up front and be consistent with them. It is my job to keep these students engaged in activities and if any inappropriate behavior arises there will be consequences which were set up before. Also, it is important with all students but especially to let them know when they are doing a good job in behaving and also in their school work.
These children also are very interruptive. As a teacher we must be ready to deal with the inappropriate behaviors. These children are easily discouraged and as a teacher I must help them to stay positive and stay on track to be successful.
I think a good way for elementary student to be rewarded is starting a reward system. For everyday they’ve were behaving properly give them a reward. I know a classroom in which I observed did this, they all had piggy banks. For every day that you were going you got a coin to put in your piggy. Once you earned so many coin you got to choose from the prize box. This really encouraged the students to do their best and behave properly. Also, I could encourage that if a child did something extremely well they the could possibly earn extra coins. Also, with this reward system you may also reverse it where as if they had extreme behavior then a coin may be taken away. You must know each and every student to know what you should expect out of them. Some will behavior much better than others.
Specific Technologies
Written classroom rules and expectations
Like I said above some type of behavior reward system.
Hand Outs
Overheads so that it engages the students attention to focus on something instead of sitting there were as they would be more likely to get into trouble.
Annotated Reference
1.Special Education- great resource and emotional disorders
http://www.gradebook.org/Emotional%20Disability.htm
2. Best practice for Behavior in the Classroom
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
3. Disability Services for students- help get to know what the child is experiencing
http://www.socc.edu/serv_resrc/disability/faculty/emotional.htm
4. Stratigies for teaching Students whom having Emotional and behavioral Disorders.
http://www.as.wvu.edu/~scidis/behavior.html
5. American Academy of Special education Processionals
http://aasep.org/professionial-resources/exceptionalstudents/emotional
Emotional and Behavioral Disorders
The IDEA defines emotional or behavioral disorder as a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age cultural, or ethnic norms that the responses adversely affect educational performance. In response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school-related, and unresponsive to direct intervention in general education or the condition of the child is such that general education interventions would be insufficient. This term also includes such disabilities that co-exist with other disabilities. Includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorder of conduct or adjustment, affecting a child if the disorder affects educational performance.
When a student has a emotional or behavior disorder they tend to have difficulties in the transitions. When these children are in any type of transitions the must have complete support from the parents as well as the students. They children often become depressed.
Implications of Teaching
When teaching student whom suffer from Emotional and Behavioral Disorders you must Abe very patient and through. These children tend to be slower learner than others. As an elementary teacher in which I will be teaching I feel that you must set the rules up front and be consistent with them. It is my job to keep these students engaged in activities and if any inappropriate behavior arises there will be consequences which were set up before. Also, it is important with all students but especially to let them know when they are doing a good job in behaving and also in their school work.
These children also are very interruptive. As a teacher we must be ready to deal with the inappropriate behaviors. These children are easily discouraged and as a teacher I must help them to stay positive and stay on track to be successful.
I think a good way for elementary student to be rewarded is starting a reward system. For everyday they’ve were behaving properly give them a reward. I know a classroom in which I observed did this, they all had piggy banks. For every day that you were going you got a coin to put in your piggy. Once you earned so many coin you got to choose from the prize box. This really encouraged the students to do their best and behave properly. Also, I could encourage that if a child did something extremely well they the could possibly earn extra coins. Also, with this reward system you may also reverse it where as if they had extreme behavior then a coin may be taken away. You must know each and every student to know what you should expect out of them. Some will behavior much better than others.
Specific Technologies
Written classroom rules and expectations
Like I said above some type of behavior reward system.
Hand Outs
Overheads so that it engages the students attention to focus on something instead of sitting there were as they would be more likely to get into trouble.
Annotated Reference
1.Special Education- great resource and emotional disorders
http://www.gradebook.org/Emotional%20Disability.htm
2. Best practice for Behavior in the Classroom
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
3. Disability Services for students- help get to know what the child is experiencing
http://www.socc.edu/serv_resrc/disability/faculty/emotional.htm
4. Stratigies for teaching Students whom having Emotional and behavioral Disorders.
http://www.as.wvu.edu/~scidis/behavior.html
5. American Academy of Special education Processionals
http://aasep.org/professionial-resources/exceptionalstudents/emotional
Sunday, April 19, 2009
Visual Impairments
Definition of Exceptionality
Visual Impairments
The IDEA defines visual impairments as; a an impairment in vision that, even with correction, adversely affects a child's educational performance. This includes both partial sight and blindness.Students who is totally blind receives no useful information through the sense of vision and must use tactile and auditory senses for all learning.Student who is functionally blind has so little vision that she learns primarily through the auditory and tactile senses. she may be able to use her limited vision to supplement the information received from the other senses and to assist with certain tasks. A child with low vision uses vision as a primary means of learning but may supplement visual information with tactile and auditory input
Implications of Teaching
As a regular elementary teacher I will also student who has visual impairments to use voice recorders. This is incase they don’t understand it fully the first time because they aren’t able to see they visual aid, they will be able to replay and obtain a better understanding. I will use contrast papers to help the students who can’t contract when reading. I think it is extremely import to give hand out to these students and make sure that the print on these hand outs is large. I will allow the use of the students who have visual impairments and aren’t completely blind to use a magnifying glass.
Specific Technologies
Braille readers: it can change Braille into spoken language therefore a student can do their work and the teacher is still able to read what they’ve done.
Audio Books- books that are read out by a audio player
Overhead- enlarges transparences so that they are easier to read.
Annotated Reference
1. Text Book
Education the Exceptional Child
Ninth edition
2. To help children’s parents get a better understand of how they are seeing things. http://www.afb.org/Section.asp?sectionid=15
3. American Association of Deaf-Blind
www.lowvision.org/deaf_blind_information.htm
4. Colorado Department of Education
www.cde.state.co.us
5. Foundation Fighting the Blind
http://www.blindness.org/A
Visual Impairments
The IDEA defines visual impairments as; a an impairment in vision that, even with correction, adversely affects a child's educational performance. This includes both partial sight and blindness.Students who is totally blind receives no useful information through the sense of vision and must use tactile and auditory senses for all learning.Student who is functionally blind has so little vision that she learns primarily through the auditory and tactile senses. she may be able to use her limited vision to supplement the information received from the other senses and to assist with certain tasks. A child with low vision uses vision as a primary means of learning but may supplement visual information with tactile and auditory input
Implications of Teaching
As a regular elementary teacher I will also student who has visual impairments to use voice recorders. This is incase they don’t understand it fully the first time because they aren’t able to see they visual aid, they will be able to replay and obtain a better understanding. I will use contrast papers to help the students who can’t contract when reading. I think it is extremely import to give hand out to these students and make sure that the print on these hand outs is large. I will allow the use of the students who have visual impairments and aren’t completely blind to use a magnifying glass.
Specific Technologies
Braille readers: it can change Braille into spoken language therefore a student can do their work and the teacher is still able to read what they’ve done.
Audio Books- books that are read out by a audio player
Overhead- enlarges transparences so that they are easier to read.
Annotated Reference
1. Text Book
Education the Exceptional Child
Ninth edition
2. To help children’s parents get a better understand of how they are seeing things. http://www.afb.org/Section.asp?sectionid=15
3. American Association of Deaf-Blind
www.lowvision.org/deaf_blind_information.htm
4. Colorado Department of Education
www.cde.state.co.us
5. Foundation Fighting the Blind
http://www.blindness.org/A
Hearing Impairments
Definition of Exceptionality
Hearing Impairments
The IDEA defines deafness and hearing impairment as:
Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance. Hearing impairment means an impairment in hearing, whether permanent or fluctuating that adversely affects a child’s education performance, but that is not included under the definition of deafness in this section. There are many indications that a student has hearing loss, they may including straining to hear, intense concentrations on speakers face, use of loud speech or distorted speech, request of repeating or the spelling of word and consistent failure to respond. 1.2 percent of all school aged kids have hearing loss.10 percent of the overall population have hearing loss and 45
Implication of Teaching
When I will be teaching kindergarten students it is very important for me to pick up on these features that may indicate a student who is hard of hearing. As a teacher I must have other reference available for the student whom has hearing impairments. For this I must have an interpreter or someone who knows sign language. It is extremely important that my interpret whom is doing sign language is getting the correct and ALL the information to the student. Not just parts. If this isn’t obtain the then student is at risk of falling behind and not learning. I think here again it is extremely important to have visual aids. Of course this makes more sense because they aren’t hearing so they learn by seeing. This means colorful and detailed visual aids are a virtual key in teaching children with hearing impairments. I think you are doing sign language it is important to talk as well so that the student is also seeing your lips read in this may help them to learn to pick up on lip reading. If the student isn’t completely deaf the use an FM speaker to help amplify what you are saying so that they can hear you.
Specific Technologies
There are many different technologies out there to help these students in the classroom.
1. Speech to text- this is what you say is being translated into text so that the hearing impairment children can read what is being said.
2. Smart Board- write and illustrate what you are teaching.
3. Overhead with power points- This is another visual aid so that the child can read what you are teaching.
Annotated References
1.ASC
http://www.animatedspeech.com/
2.Great site for to provide to parents so that they can get involved
http://www.nidcd.nih.gov/:
3. Puts words into Sign Language
http://www.handspeak.com
4. Text Book
Education the Exceptional Child
Ninth Edition
5. National Association for the Deaf
www.nad.org
Hearing Impairments
The IDEA defines deafness and hearing impairment as:
Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance. Hearing impairment means an impairment in hearing, whether permanent or fluctuating that adversely affects a child’s education performance, but that is not included under the definition of deafness in this section. There are many indications that a student has hearing loss, they may including straining to hear, intense concentrations on speakers face, use of loud speech or distorted speech, request of repeating or the spelling of word and consistent failure to respond. 1.2 percent of all school aged kids have hearing loss.10 percent of the overall population have hearing loss and 45
Implication of Teaching
When I will be teaching kindergarten students it is very important for me to pick up on these features that may indicate a student who is hard of hearing. As a teacher I must have other reference available for the student whom has hearing impairments. For this I must have an interpreter or someone who knows sign language. It is extremely important that my interpret whom is doing sign language is getting the correct and ALL the information to the student. Not just parts. If this isn’t obtain the then student is at risk of falling behind and not learning. I think here again it is extremely important to have visual aids. Of course this makes more sense because they aren’t hearing so they learn by seeing. This means colorful and detailed visual aids are a virtual key in teaching children with hearing impairments. I think you are doing sign language it is important to talk as well so that the student is also seeing your lips read in this may help them to learn to pick up on lip reading. If the student isn’t completely deaf the use an FM speaker to help amplify what you are saying so that they can hear you.
Specific Technologies
There are many different technologies out there to help these students in the classroom.
1. Speech to text- this is what you say is being translated into text so that the hearing impairment children can read what is being said.
2. Smart Board- write and illustrate what you are teaching.
3. Overhead with power points- This is another visual aid so that the child can read what you are teaching.
Annotated References
1.ASC
http://www.animatedspeech.com/
2.Great site for to provide to parents so that they can get involved
http://www.nidcd.nih.gov/:
3. Puts words into Sign Language
http://www.handspeak.com
4. Text Book
Education the Exceptional Child
Ninth Edition
5. National Association for the Deaf
www.nad.org
Traumatic Brain Injury
Definition of Exceptionality
IDEA defines Traumatic Brain Injury as acquired injury to the brain caused by and external physical force, resulting in total or partial functional disability or psychosocial impairments or both that adversely affects a child’s education performance. If a head traumatic brain injury is present the child may have impairments in one or more of these areas. Cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behaviors, physical functions, information processing, and speech. Traumatic brain injuries may be the result of open or closed injuries. The associated disabilities may be obvious or hidden and can fall into three main categories: 1) physical and sensory; 2) cognitive; and 3) social, behavioral and emotional. Many of these children who have TBI will have lifelong disabilities.
Implications of teaching
Children with TBI will experience characteristics of learning and behavioral disabilities. When teaching these children a curriculum based on typical developmental milestones isn’t appropriate for most students with severe disabilities. As a teacher it is very important to carefully choose the IEP objectives and learning activities that will benefit the student and his family the most. It is important to have these students in the classroom and much as possible but it is also important that they are getting the time and resources with inclusion. I think an important thing for these students is parent involvement. These parents need to be aware of how and what their child is learning while in the school setting.
Students whom suffer from TBI often have concealed cognitive difficulties. I think it is so important as a teacher that instructions and information should be broken down to where the child can understand and take in what is needed. It is the teacher responsibility to also help the student connect in evaluation and self monitoring. Instruction needs to slow paced in presented in a low key manner. I will have encourage these students to repeat what was said back to me in his own words to make sure that the student grasp what was being said and getting the main idea and concept.
I think visual aids are so important when teaching. When teaching these children I think making simple and color visual aids will be rewarding to the student. As an elementary teacher when teaching these student with TBI it will be extremely important o use behavior management and techniques, such as positive reinforcement of appropriate behavior. This will help the student to know that he/she is behaving very well. Verbal and Written
Specific Technology
1. Recorders- to help the children if something needs to be repeated.
2. Audio books- help the child to hear it as well as read it.
3. Timers to help know when breaks are needs and can be set to know when its time to move to the next planned activity.
4. Daily Planners- helps keep tack or what they student has done and what will need to be done.
Annotated Reference:
1. Understanding and Teaching Students with TBI
http://www.fldoe.org/ese/pdf/trauma.pdf
2. Traumatic Brain Injury
http://specialed.about.com/od/disabilities/a/tbi.htm
3. National Resource Center for TBI
http://www.neuro.pmr.vcu.edu/
4. Traumatic Brain Injury in the United States
http://www.cdc.gov/ncipc/tbi/tbi_report/index.htm
5. Brain Injury Association of America
http://www.biausa.org/education.htm
6. Text Book- Exceptional Children Ninth Edition.
IDEA defines Traumatic Brain Injury as acquired injury to the brain caused by and external physical force, resulting in total or partial functional disability or psychosocial impairments or both that adversely affects a child’s education performance. If a head traumatic brain injury is present the child may have impairments in one or more of these areas. Cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behaviors, physical functions, information processing, and speech. Traumatic brain injuries may be the result of open or closed injuries. The associated disabilities may be obvious or hidden and can fall into three main categories: 1) physical and sensory; 2) cognitive; and 3) social, behavioral and emotional. Many of these children who have TBI will have lifelong disabilities.
Implications of teaching
Children with TBI will experience characteristics of learning and behavioral disabilities. When teaching these children a curriculum based on typical developmental milestones isn’t appropriate for most students with severe disabilities. As a teacher it is very important to carefully choose the IEP objectives and learning activities that will benefit the student and his family the most. It is important to have these students in the classroom and much as possible but it is also important that they are getting the time and resources with inclusion. I think an important thing for these students is parent involvement. These parents need to be aware of how and what their child is learning while in the school setting.
Students whom suffer from TBI often have concealed cognitive difficulties. I think it is so important as a teacher that instructions and information should be broken down to where the child can understand and take in what is needed. It is the teacher responsibility to also help the student connect in evaluation and self monitoring. Instruction needs to slow paced in presented in a low key manner. I will have encourage these students to repeat what was said back to me in his own words to make sure that the student grasp what was being said and getting the main idea and concept.
I think visual aids are so important when teaching. When teaching these children I think making simple and color visual aids will be rewarding to the student. As an elementary teacher when teaching these student with TBI it will be extremely important o use behavior management and techniques, such as positive reinforcement of appropriate behavior. This will help the student to know that he/she is behaving very well. Verbal and Written
Specific Technology
1. Recorders- to help the children if something needs to be repeated.
2. Audio books- help the child to hear it as well as read it.
3. Timers to help know when breaks are needs and can be set to know when its time to move to the next planned activity.
4. Daily Planners- helps keep tack or what they student has done and what will need to be done.
Annotated Reference:
1. Understanding and Teaching Students with TBI
http://www.fldoe.org/ese/pdf/trauma.pdf
2. Traumatic Brain Injury
http://specialed.about.com/od/disabilities/a/tbi.htm
3. National Resource Center for TBI
http://www.neuro.pmr.vcu.edu/
4. Traumatic Brain Injury in the United States
http://www.cdc.gov/ncipc/tbi/tbi_report/index.htm
5. Brain Injury Association of America
http://www.biausa.org/education.htm
6. Text Book- Exceptional Children Ninth Edition.
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