1 development and characteristics of learners overview of disabilities pattan paraeducator training

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Development and Characteristics

of LearnersOverview of Disabilities

PaTTAN Paraeducator Training

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Email Your Questions to:

[email protected]

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Technical Difficulties:

Call the V Span Trouble Number:

800-628-0833

Paraeducator Development Plan Menu(to be used in conjunction with Paraeducator’s Personal Development Plan)

Topics Notes

1.Characteristics of the Disability

2.Instructional Strategies

3.Lifting

4.Feeding (food issues)

5.Toileting

6.Assistive Technology and Adaptive Equipment

7.Orientation and Mobility

8.Transportation

9.Sign Language

10.Behavioral Strategies

11.Data Collection

12.Job Coaching

13.Restraint Techniques

14. Confidentiality

15.Socialization Issues

16.Communication Issues

17.Safety Issues

18.Sensory Impairment

19. Early Intervention

20. How to be a “Shadow” in a Child Care Center

21. Basic Educational Terminology

22. Other

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Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the Paraeducator Personal Development Plan.

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Paraeducator Development PlanWhat topics do I

need to know more about for my

job?

Where can I get the information/training?

What action steps am I going to take?

When will I complete this?

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Local Policy

Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

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Agenda

Characteristics of student development Identify thirteen (13) disability categories

as listed in IDEA Characteristics of the disability Issues related to the disability Discuss Paraeducator’s role in supporting

students with disabilities

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Learner Outcomes

Participants will be able to: Recognize importance of student development Identify thirteen disability categories List characteristics of the disability Discuss issues related to the disability Describe the paraeducator’s role in supporting


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Student Support Activity

Look at handout #1

Describe this studentPhysical developmentSocial/emotional skills including

behaviorCognitive and communication

abilitiesDaily living skills

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Developmental Expectations

Children learn naturally

All students grow at their own developmental pace.

Some students can experience delays in their

development

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To teach effectively,

educators must always keep in mind the dynamics and needs of the group of

students as well as the individual characteristics and needs of each

student in the group…

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Adults must know what students are like

developmentally as well as what makes each

student unique.

How Children Develop and Learn

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Child development is the accepted body of knowledge about how students grow

and learn.

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There are five areas of development that, together, give us a picture of the whole student: physical, social/emotional, self help, cognitive,

and speech and language.

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The Five Primary Developmental Areas

Physical development –

the ability to move, see, and hear

Language and speech development -

the ability to talk, express needs

Social and emotional development –

the ability to relate to others

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The Five Primary Developmental Areas

Self help (or adaptive development)

-the ability to eat, dress, and take care of themselves

Cognitive development -the ability to think and learn

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These developmental areas are interrelated –

development in one area affects other

areas.

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Understanding the stages of development gives adults

knowledge of what students will be like, how they may

react to and use the materials adults select, and how they

will relate to others.

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All students bring to school a set of unique characteristics and experiences that affect how they respond to school experiences,

relate to others, and learn.

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Effective teachers and other adults get to know each student in order to

individualize teaching and learning

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Ultimately the goal for students with

disabilities is the same as for students without disabilities: to access the curriculum

and maximize their potential. This is what meeting individual needs is all about !

Students with Special Needs

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Child Development and Disabilities

Child development affects the disability

The disability affects student development

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Look at handout #1

Describe the skills and abilities of the student.

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Introduction to Disability Categories

Need to identify the disability: For eligibility To better match related services to student

needs Match individual development levels with

appropriate support

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Thirteen disability categories as listed in IDEA

Autism

Deaf-blindness

Deafness

Hearing impairment

Emotional disturbance

Mental retardation

Multiple disabilities

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Thirteen disability categories as listed in IDEA

Orthopedic impairment

Other health impairment

Specific learning disability

Speech/language impairment

Traumatic brain injury

Visual impairment

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Disability Categories: Autism

Autism is a developmental disorder significantly affecting

verbal and nonverbal communication. Students with this disability have difficulties

with communication, behavior, and social skills.

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Characteristics of Autism

Unusual responses to sounds Difficulties in understanding speech Difficulties when talking Poor pronunciation and voice control Problems understanding things that are

seen Problems in understanding gestures The senses of touch, taste, and smell

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Characteristics of Autism

Clumsiness in skilled movements Aloofness and social withdrawal Resistance to change Socially embarrassing behavior Special fears Inability to play Special skills

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Disability Categories: Autism

What might you do?provide structure in routine and

classroom environmentprepare students for changes in routineuse very concrete languagemake language visualobserve activities and choices

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Disability Categories: Deaf-Blindness

Deaf-blindness is the combination of a visual impairment and a hearing loss.Educational approaches to address

one of these problems may not be the best way to help a student learn.

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Characteristics of Deaf-Blindness

Visual impairment + hearing lossAccess to information is limited by

sensory abilitiesAdditional time, direct experience, and

repetition to receive, process, and respond to interaction and information needed

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Characteristics of Deaf-Blindness

Teaching through touch helps students with extensive sensory loss

Hand-under-hand is an essential instructional strategy

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Disability Categories: Deaf-Blindness

What might you do?Maximize the use of vision and

hearingLearn successful procedures for

“greeting” each studentHelp students orient themselves to

classroom, bathroom, cafeteria, etc.

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Disability Categories: Deafness

Deafness is a hearing loss so severe that the

student cannot get information through the sense of hearing, even

with the use of amplification.

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Characteristics of Deafness

May exhibit unintelligible or no speechPossible speech and/or language

delaysUsually use hearing aidsMay use assistive listening devicesMay use sign language

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What might you do?Help the student learn to operate

their listening deviceMeet with interpreter to share

homework, vocabulary

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What might you do?Look at environment for best seatingWork with others to follow good communication behaviorFacilitate student learning

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Disability Categories:Hearing Impairment

Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that

adversely affects a child’s educational performance. It is not as severe as

deafness.

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Characteristics of Hearing Impairment

•May exhibit unintelligible or no speech•Possible speech and/or language delays•Usually use hearing aids•May use assistive listening devices•May use sign language

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Disability Categories:Hearing Impairment

What might you do?Optimize learning environmentOrganize their instructional

materialsCommunicate clearlyPromote self-advocacy

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Activity

Look at Handout #3

Consider the disabilities that we have just discussed: autism, deaf-blind, deafness, and hearing impairment.

Answer the three questions on the handout relating to these disability categories.

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Disability Categories: Emotional Disturbance

A condition exhibiting one or more of the following characteristics which

occur over a period of time, and to a marked degree, which affect a child’s

ability to learn:

inability to learn which cannot be explained by intellectual, sensory or health factors

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inability to build or maintain satisfactory interpersonal relationships with peers and teachersinappropriate types of behavior or feelings under normal circumstances

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a general pervasive mood of unhappiness or depression

a tendency to develop physical symptoms or fears associated with personal or school problems

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Characteristics of Emotional Disturbance

Hyperactivity (short attention span, impulsiveness)

Aggression/self-injurious behavior (acting out, fighting)

Withdrawal (failure to initiate;retreat)

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Immaturity (inappropriate crying, temper tantrums, poor coping skills)

Learning difficulties (academically performing below grade level)

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Students with the most serious emotional disturbances may exhibit: distorted thinking excessive anxiety, bizarre motor acts abnormal mood swings

Some are identified as students who have a severe psychosis or schizophrenia.

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What might you do?Keep rules shortCheck for understandingProvide verbal cues to students to

remind them to prepare for changing classes or going home

Give written cues such as schedules or To Do lists

Remain patient

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Disability Categories:Mental Retardation

Students with this disability have impaired mental development which adversely affects their educational

performance, and who exhibit impaired adaptive behavior in learning,

maturation, or social development.

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Characteristics of Mental Retardation

Students with mental retardation may: sit up, crawl, or walk later than other

students learn to talk later, or have trouble

speakingfind it hard to remember things not understand how to pay for things

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Characteristics of Mental Retardation

have trouble understanding social rules,

have trouble seeing the consequences of their actions,

have trouble solving problems, have trouble thinking logically.

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What might you do?Make instruction and practice more

concrete and personally relevant by relating them to tasks and experiences the student understands

Provide additional practice on skills

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What might you do?Provide social skill instruction Repeat instructions or activity

descriptions; Keep directions simple

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Disability Categories: Multiple Disabilities

Students with multiple disabilities is a student who has several

disabilities together (such as mental retardation, along with

blindness or orthopedic problems) that cause a need for many

educational services.

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Characteristics of Multiple Disabilities

Students with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person’s age. There are, however, some traits they may share, including:

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Characteristics of Multiple Disabilities

Limited speech or communication;Difficulty in basic physical mobility;Tendency to forget skills through

disuse;Trouble generalizing skills from one

situation to another; and/orA need for support in major life

activities (e.g., domestic, leisure, community use, vocational).

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Disability Categories: Multiple Disabilities

What might you do?Provide physical support in daily

activities such as dressing, feeding, toileting

Learn positioning techniquesUse safe lifting techniquesAsk for training in specialized areas if

you need it (tube feeding, seizures)

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Disability Categories:Orthopedic Impairment

Student with this disability have skeletal problems which may be first seen at birth (e.g., clubfoot,

cerebral palsy), may be the result of disease (e.g., polio), or may be

the result of an accident (e.g., amputation).

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Characteristics of Orthopedic Impairment

StiffnessInstabilityWeaknessPainSwelling

commonly in the back and neck, hip and pelvis, shoulder, and other areas

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Disability Categories:Orthopedic Impairment

What might you do?Learn to accommodate the

classroom environmentUse assistive devices for writing

skills and communicationConsider inclusion issues

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Disability Categories:Other Health Impairment

Students with this disability have limited or heightened

sensitivities to their environment, or limited

strength or endurance caused by health problems like

asthma, diabetes, or epilepsy.

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Characteristics of Other Health Impairment

Unexplained tirednessUnusual moodinessAgitation WeaknessPale colorationBreathing problemsSeizures

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Disability Categories:Other Health Impairment

What might you do?Be sure you know which of your

students has which health problemGet clear direction on what you

need to do in an emergencyMonitor safety and health

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Look at Handout #3 again

Consider the disabilities that we have just discussed: emotional disturbance, mental retardation, multiple disabilities, orthopedic impairment, and other health impairment.


Activity

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Disability Categories: Specific Learning Disability

Learning disability is a general term that describes specific kinds of learning

problems. A learning disability can cause a person to have trouble

learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning,

and doing math.

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Characteristics of Specific Learning Disability

Students may have difficulty: Taking in, remembering, and producing

informationUnderstanding, connecting and

relating new informationPlanning, organizational, study and

problem-solving skillsSocial skills and self-esteem

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What might you do?Adapt the physical

environmentProvide organizational

changes in areas such as time, instructional methods, or materials

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• What might you do?Use advance organizers (outlines,

study guides, focus questions) to structure classroom

Allow more time for assignments, projects

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Disability Categories: Speech/Language Impairment

This is a disability that affects communication such as

stuttering or not being able to make certain vocal sounds. It may also be a language delay

or voice impairment.

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Characteristics of Speech/Language Impairment

Speech Disorders:interruption in flow or rhythm of

speechproblems with the way sounds are

formed difficulties with the pitch, volume,

or quality of the voice

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Characteristics of Speech/Language Impairment

Language Disorders: improper use of words and their

meaningsinability to express ideasinappropriate grammatical patternsreduced vocabularyinability to follow directions

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Disability Categories:Speech/language Impairment

What might you do?Prepare the classAdapt the physical environmentProvide many opportunities for

student to interact verballyWith student who stutters, use

nonverbal listening skills

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Disability Categories:Traumatic Brain Injury

A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. This injury can

change how a person acts, moves, and thinks. A traumatic brain injury

can also change how a student learns and acts in school

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Characteristics of TraumaticBrain Injury

Students with TBI may have one or more difficulties, including:

Physical disabilitiesSensory issuesHeadachesFatigueSeizuresParalysis

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Characteristics of TraumaticBrain Injury

Difficulties with thinkingShort and long term memoryConcentration

Social, behavioral, or emotional problemsMood, emotional ChangesRelating to others

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What might you do?Provide a structured environmentShorten homework assignmentsUse lots of drill and practiceBreak instruction into smaller

amounts of time

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What might you do?Allow student to keep extra set of

books at homeBe clear on classroom rules &

expectations …repeat them often

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Disability Categories:Visual Impairment

Students with this disability are blind or have low vision.

The terms partially sighted, lowvision, legally blind, and totally blind

are used in the educational context todescribe students with visual

impairments.

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Characteristics of Visual Impairment

Students with Visual Impairment:have little reason to explore

environment, missing opportunities to learn

Are unable to imitate social behaviorDo not understand nonverbal cuesMay have obstacles to independence

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What might you do?Use concrete materials and tactile

aids like relief maps, math manipulatives, and raised-line paper for writing

Encourage hands-on learningHelp students “see”, e.g.

incidental learning

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What might you do?Produce modified

materials on a copier, computer or produce braille

Expect the student to actively participate and be engaged

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Look at Handout #3 one more time

Consider the disabilities that we have just discussed: specific learning disability, speech/language impairment, traumatic brain injury, and visual impairment.


Activity

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Look at your Student Support Activity Handout #1

Using your notes from Handout #3 complete the section on ideas for supporting your student.

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What have we talked about?

The importance of student developmentThirteen disability categoriesCharacteristics of the disabilityIssues related to the disability The Paraeducator’s role in supporting


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Wrap UpPlease complete the evaluation form

for today’s session.Using the Paraeducator Development

Plan Menu and Action Plan, incorporate the topics covered tonight into your plan.

Sign out

PaTTAN Website – www.pattan.net

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Afterschool Videoconferences:

February 12, 2008– Standard #3“Individual Learning Differences”

March 18, 2008– Standard #4“ Instructional Strategies”

April 22, 2008– Standard #5“Learning Environments and Social Interactions”

1 development and characteristics of learners overview of disabilities pattan paraeducator training

Documents

speech development

child development

emotional development

areas of development

group of students

paraeducator course

paraeducator job descriptions

student unique