An overview of Disabilities, common characteristics, and helpful hints- for teachers KUNNAMPALLIL GEJO JOHN, MASLP, MSC PSYCHOLOGY SPEECH LANGUAGE PATHOLOGIST

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IDEA definition of specific learning disability: A disorder in one or more basic psychological processes involved

in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.

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Learning disabilities include

Perceptual disabilities

Brain injury

Minimal brain dysfunction

Dyslexia

Developmental aphasia

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Learning disabilities do not include:

Visual

Hearing

Motor disabilities

Mental retardation

Emotional disturbance

Environmental, cultural, or economic disadvantage

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Learning disabilities are not

Synonymous with low achievers

Mild disabilities, and they are life-long

Fixable and short term

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Some characteristics of children with learning disabilities Student learns a skill in a different way or at a

different pace

Student has difficulty processing information in particular ways

Student has difficulty storing information either short term or long term

Student has difficulty in the perception of information (letter or number reversal)

Student has difficulty perceiving social situations (sees them differently)

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What a teacher can do for students with learning disabilities

Learn about the child and the learning disability Use multiple learning styles and multiple forms of communicating

instructions Avoid lengthy directions Use strategies to help students remember Break down tasks into smaller steps Provide additional time for schoolwork and tests Allow the student with reading problems to use textbooks on tape or

similar devices Allow the student with listening difficulties to borrow notes or use a tape

recorder Allow the student with writing difficulties to use a computer with spell

check, grammar checks, or speech recognition Teach organizational and study skills

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Speech or language disability defined: Communication disorder, like stuttering, impaired articulation,

language learning impairment, voice impairment, aphasia, dysarthria, mental retardation

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Characteristics of speech or language disability Mispronouncing syllables or whole words

Voice disorder, including abnormal pits, loudness or voice quality

Fluency disorder, pauses, hesitations, repetitions

Stutter

Reluctance to speak

Language learning disability

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What the teacher can do for speech and language disorders Work closely with speech therapist Minimize the pressure to perform verbally and

reduce students anxiety Use nonverbal listening skills such as eye contact

and facial expressions Let the student finish talking Dont finish the students sentences Do not allow other students to make fun of the

student Provide positive feedback for all communication

efforts

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Emotional disturbance defined

Inability to learn or maintain satisfactory interpersonal relationships that can not be explained otherwise

Inappropriate behavior or feelings under normal circumstances

Mood of unhappiness or depression

Develops physical symptoms or fears associated with personal or school problems

Schizophrenia

Does not apply to students who are maladjusted, unless they have an emotional disturbance. KU

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What the teacher can do for students with Emotional disturbances Provide positive recognition for appropriate behavior

Set clear limits so student knows what is expected

Provide posted rules/expectations and teach the student what they mean and provide reminders

Follow the students behavioral intervention plan (IEP)

Develop a non-verbal cueing system to assist the student

Provide assigned seating

Start each day newdont hold grudges

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Autism defined

Developmental disability that affects verbal and nonverbal communication and social interaction before age 3.

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Characteristics of students with autism Student may have a range in degree of

intellectual functioning and any adverse effect on educational performance

Significant communication/language/

interpersonal skill deficits

Self stimulate (rocking, hitting self)

Inappropriate emotions

Becomes upset with routine or environmental changes

Becomes frustrated when over-stimulated

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What the teacher can do for students with autism Prepare the child for change in environment or routine

Avoid too much stimulation and a high noise level

Break down directions into very small steps

Provide multiple opportunities for appropriate repetitive movements

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Other Health impairments defined

Having limited strength, vitality or alertness due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia

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Characteristics of students with other health impairments: Difficulty staying on task or paying attention to

important aspect for a long period of time Impulsive Need to move around frequently Easily distracted Problems breathing Easily infected Energetic Difficulty paying attention when not feeling well KU

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What the teacher can do for students with other health impairments Provide many opportunities for movement

Keep lecture and written activities short

Use visuals during teaching centered activities

Provide fidgets (ball, paperclip)

Provide positive reinforcement

Provide organizers away from desk for items student is not currently using

Use timers

Use highlighters to color code instructions and key parts of assignments

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What the teacher can do regarding other health impairments Learn about the health disability

Follow physicians instructions regarding level of activity

Work with school dietician regarding dietary restrictions

Watch for changes in behavior or unusual lethargy

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Mental retardation defined

Sub-average general intellectual functioning with deficits in adaptive behavior

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Characteristics of students with mental retardation Student learns at a slower rate

Student will have difficulty grasping abstract concepts

Student may not remember directions he or she is given

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What the teacher can do for students with mental retardation Provide new information at a slower rate

Provide concrete directions

Repeat directions as much as possible

Provide reinforcement for rote material learned

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Traumatic brain injury

An acquired injury caused by physical force resulting in total or partial functional disability or psychosocial impairment

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Characteristics of students with traumatic brain injury Reduced stamina

Seizures/headaches

Hearing/vision problems

Easily confused

Mood swings and problems with social skills

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What the teacher can do for students with traumatic brain injuries Talk with administrator/parent to find the extent of

the injury

Avoid an unstructured daily routine

Keep directions simple and concrete

Plan ahead for specific activities

Be clear on rules and review them frequently

Document any unusual circumstances of changes in behavior K

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Hearing impairment defined

Impairment of hearing severe enough to adversely affect a childs educational performance, whether permanent or fluctuating

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Characteristics of a student who is hearing impaired Uses gestures

Hearing aides

Sign language

May write on paper or refuse to write on paper if feels inadequate

Isolation due to communication barriers

Unintentional noises

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What the teacher can do for a student who is hearing impaired

Minimize background noise

Face the student when giving instruction

Use an overhead or power point so you can face the class while instructing

Teachers mouth should be fully visible when speaking

Stand in areas without bright backlighting

Maximize visual and tactile access

Use advance organizers

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Deafness defined

Hearing impairment so severe that student can not process linguistic information through hearing, with or without amplification

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Characteristics of deafness

Student may talk very loudly

Student may feel isolated due to communication barriers

Student may use gestures

Student may use an interpreter

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What the teacher can do for a student who is deaf Address the child, not the interpreter

Increase wait time during lecture

Meet regularly with the interpreter to assess the communication services

Learn a few signs for vocabulary frequently used in the classroom

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Visual impairment defined

Includes blindness, but can include partial or complete blindness

Some visual impairments may be corrected with glasses

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What the teacher can do for students with visual impairments Provide extra time to complete a task Provide verbal descriptions Help implement an IEP team decision to provide services necessary Provide assistance in the students orientation to the classroom and

around the building Talk about where things are Dont lead the student; teacher hand at students elbow may be

enough Remind sighted students/adults to identify themselves by name Describe objects when referring to them Dont leave student standing or waiting along in an open space Do not move things in classroom without notifying student

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Deaf-blindness defined

Hearing and visual impairments

Cause communication and other developmental/educational needs

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Characteristics of students with deaf-blindness

Demonstrates serious impairments and growing diversity of impairments

Significant medical complications

Self-stimulating behaviors (rocking)

Easily aroused (frustration, self-abusive, aggressive, withdrawn)

Lack of responsiveness

Own interests and signaling methods

Vulnerable to stress

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What the teacher can do for students who are deaf-blind Teach systematically what non-impaired students learn

Increase the length of time to master daily classroom objectives

Establish sensitivity and awareness

Mutual attention

Respond to students signals

Keep classroom emotions positive

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Orthopedic impairment defined Clubfoot, absence of an appendage

Polio-myelitis, bone tuberculosis

Cerebral palsy, amputations, fractures or burns

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Characteristics of students with orthopedic impairments Unable to coordinate body movement

Muscles may weaken and degenerate

Nerve control and lack of feeling

Painful movement

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What the teacher can do for students with orthopedic impairments Avoid barriers in the classroom

Plan accommodations ahead of time

Provide extra time for movement and transitions

Treat student with respect

Provide assistance as needed

Monitor safety and health

Meet with building administrator regarding specific medical emergency plan

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Multiple disabilities defined

Combination of disabilities

Teacher should try to find out as much as possible about the multiple disabilities

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General words of advice

Stay informed of changes

Changes in medication

Behavioral changes

Academic changes

Talk with parents and let them know of any academic or behavioral changes in their student in response to any changes in medication

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