Disabilities

Adapted fromWho Am I in the Lives of ChildrenFeeney, Christensen, Moravcik (2001)

Prepared by Dr. Carla Piper

IDEA -Individuals with Disabilities ActCategories defined as:

Mental RetardationHearing ImpairmentSpeech or Language ImpairmentVisual ImpairmentSevere Emotional DisturbanceOrthopedic Impairments

AutismTraumatic Brain InjuryOther Health ImpairmentsSpecific Learning DisabilityDevelopmental Delay

IDEA 2004

IDEA - Individuals with Disabilities Act

2004 - http://idea.ed.gov/

Limitations in Four Functioning Areas

MobilityCommunicationInformation AcquisitionInformation ProcessingOr limitations in more than one functioning area

Understanding may help you recognize signs or symptoms and be better able to support

children with disabilities.

Orthopedic Impairments

Children who are mildly or moderately physically impaired may have some or all of the following characteristics:Stumble and bump into things oftenHave difficulty with large muscle activities such as crawling, climbing stairs, or riding a tricycleHave difficulty with activities involving eye-hand coordination, such as stringing beads, building a tower of blocks, cutting, or drawing (also a sign of visual impairment)Have speech problems due to inability to control breathing and muscles needed in articulation.Have difficulty chewing or swallowingShow a lack of stamina and display overall weakness.

Orthopedic AdaptationsFor children with problems involving skeleton, joints, and

musclesEncourage child to participate as fully as possibleRearrange and adjust furniture to make things more accessibleAllow children to play as typically as possible with other childrenLet children discover abilities and limitations by trying the activities themselves

Visual Impairments

Children with vision problems may have some or all of the following characteristics:Rub their eyes excessively, squint, or frownShut or cover their eyes or tilt or thrust their head forwardHold objects close to their eyes and show difficulty with tasks requiring close use of eyesStumble over objectsBe unable to identify distant thingsBe irritable or blink frequently when doing close workHave inflammation or other eye problems such as swelling or sties.

Visual AdaptationsChild may have partial sight that is correctable with glassesMany can see light and dark, broad shapes but not detailsProvide good overall lighting and avoid glare or deep contrasts between dark and lightKeep room traffic patterns simple and unclutteredLet children help in changing furnitureProvide detailed verbal descriptions to accompany your actions.Keep the child close to you in group activitiesProvide child with larger toys with textures and sounds

Hearing ImpairmentsChildren with hearing problems may have some or all of the following

characteristics:Have trouble paying attention, especially in group activitiesNot answer when calledGet confused about directions or not understand them at allGive the wrong answer to questions.Say “what?” or look confused by questions, statements, or directionsHave undeveloped speech, substitute sounds, omit sounds, or have poor voice qualityAvoid people: Prefer to play aloneGet tired early in the dayTurn one side of the head towards sounds, indicating a hearing loss in one ear.

Hearing AdaptationsProblem may be in perceiving the volume or clarity of sounds

Damage to outer or middle ear – conductive lossDamage to inner ear or nerves that carry sound to the brain – Sensori-neural loss

Place yourself facing the light source at child’s eye level to establish eye contactSit in circle so all faces are visibleUse simple sentences and rephrase sentences when child doesn’t understand rather than simply repeating same sentenceAddress child by name Use visual cues to aid understandingEncourage dramatic play and puppets

Speech and Language ImpairmentsChildren with speech-language problems may have some or

all of the following characteristics:Not talk by age two.Not speak in two- or three-word sentences by age threeBe very difficult to understand after age three (still relying mostly on vowel sounds and omitting the beginnings and endings of words).Use poor sentence structure after age five, such as “Me school go”Stutter after age five

Speech and Language ImpairmentsHave poor voice qualityHave difficulty hearing speech soundsHave difficulty understanding what is saidAppear shy and embarrassed when speakingHave trouble compared with other children:

following directions describing thingsusing correct parts of speech putting words into sentences

Speech and Language AdaptationsMay be associated with other conditions – hearing,

cleft palate, autism, cerebral palsy, attention deficit disorder, emotional problems, or learning disabilityAuditory processing problems

Unable to tell the difference between speech sounds (auditory discrimination)Trouble isolating important sounds from noiseMay have trouble remembering what they hear or confuse the order of sounds

Speech and Language AdaptationsBe careful not to rush, interrupt, or pressure childModel correct languageBuild on language activities Incorporate songs, rhymes, and chants into daily routinesListen closely to decipher communicationEncourage talking among children and use them to help

Mental RetardationChildren with mild to moderate cognitive deficits may have some or all

of the following characteristics:Be unable to follow directions that contain more than one or two stepsHave a short attention span for their ageNot be able to choose an activity independentlyHave a tendency to imitate rather than createHave poor eye-hand coordinationBe slow to learn simple games or classroom routinesBe slow in learning language

Mental Retardation Adaptation

Mildly retarded children may have difficulties in self-help skills, motor development, social skills, and language developmentRelate to child as you would a slightly younger childGive directions one at a timeSimplify and guide daily routinesAllow more time to make transitions

Mental Retardation Adaptation

Use shorter sentences and simplified vocabularyUse a multi-sensory approach to teachingProvide many opportunities for practicing new skillsEncourage independence with self-help skillsGive many examples of a concept to reinforce learning

Learning DisabilitiesChildren with learning disabilities may have some

or all of the following characteristics:Engage in constant motions and purposeless activityHave poor perceptual motor skillsHave a low tolerance for frustrationBe distractible, have a short attention spanHave poor coordination, both large and small muscleHave poor auditory and visual memoryHave a variety of language deficits

Learning DisabilitiesFocus on child’s strengthsProvide children with descriptive praise when they are successfulGive directions one at a time and allow adequate time for child to complyVerify child’s understanding of a requestPractice tasks over and over Teach with concrete materialsUse several sensory modalitiesControl the amount of stimulation by simplifying a taskKeep transitions shortPlan all procedures and organize materialsLarge groups may be over-stimulatingFocus on task at hand and use attention-getting words – “Watch me”

Attention Deficit Hyperactivity DisorderChildren with attention deficit disorders may

have some or all of the following characteristics:Be impulsive, acting quickly without thinking about the consequencesHave a short attention span

Unable to concentrate on one task or activity long enough to complete it May switch from activity to activity without seeming to gain satisfaction

Attention Deficit Hyperactivity DisorderHave difficulty organizing and completing work and lack directionBe distractible,

Have trouble paying attention to the task at handUnable to redirect attention to original task once distracted

Be constantly in motion and fidget and squirm when seatedHave trouble following through on instructions and directions (not due to noncompliance or lack of understanding)

Attention Deficit Hyperactivity Disorder Adaptations

Be careful not to assume that every active child has ADD or ADHDSome teachers have had unrealistic expectations for children’s behavior and doctors have over-prescribed medicinesProvide a clear structure for a child with ADHDSimplify physical environment and reduce visual stimulationDefine child’s work or play area

ADHD Adaptations

Position yourself nearby for assistance and encouragementMake picture charts showing sequence of daily routinesWarn children of changes in scheduleState your expectations for behavior clearlyAcknowledge constructive and appropriate conduct

Students with Serious Emotional Disturbance

Tend to be more aggressive, unhappy, anxious, or withdrawnUnusual behaviors – rocking, self-mutilation, running with arms flapping, extreme fearfulness, withdrawal or loss of self controlDocument your observationsConsults with a mental health professional

Abused or Neglected ChildrenChildren who have been abused or neglected may have some or all

of the following characteristics:Be overly compliant and passive or show extreme avoidance of confrontation with children and adultsBe extremely demanding, aggressive, and filled with rageBe prematurely competent; for example, they may prepare meals, take the bus alone, or care for younger siblings when it is neither developmentally nor culturally appropriate to do soBe extremely dependentBe developmentally delayed or regressed with infantile behavior

Gifted Children

Children who are gifted may have some or all of the following characteristics:Exhibit intense curiosity

ask many questions conduct investigations into how things work

Develop passionate interest in a particular topic (or topics)Have advanced reasoning ability or demonstrate the capacity for abstract thinking and the use of symbol systems at an early ageBe highly independent in thought and behavior

Gifted Children Continued

Be unusually perceptive and aware of people and things in their environmentHave extraordinary memoriesShow great persistence in self-chosen tasks Motivated to pursue an interest and accomplish a goal at a self-determined high standardHave advanced language ability with an unusually large and sophisticated vocabularythe ability to use and appreciate verbal humor

Gifted Children AdaptationsMake observations and discuss with familyProvide opportunities for child to pursue interestsProvide open-ended learning materials for self-directed involvementFind out what child really wants to know and find materials to support his/her interestFind materials designed for older childrenMay need less structure than most childrenAllow for large blocks of time for explorationAllow child to concentrate and work in depthBe available as a resource