1. Based on: Special Education for Todays Teachers: An Introduction,by Rosenberg, Westling, and McLeskey (second edition)

2. What are the definitions of various types oflow- incidence disabilities? What are some of the characteristics of childrenwith these kinds of disabilities? What service delivery options are typical forchildren with low-incidence disabilities? What accommodations or teaching strategiesare helpful for students with various types oflow-incidence disabilities? 3. Less than 1% of the school-aged population: Deaf / Hearing Impaired Blind/Low Vision Deaf-Blind Complex Health Issues Severe Physical and Multiple DisabilitiesAll students with low-incidence disabilities experience one commonality: they are difficult to serve because most schools have little knowledge of how to best educate them, of what technologies are available to assist them, and of how to obtain appropriate support services from outside agencies. 4. Hearing impairment, whether permanent or fluctuating, adversely affects a childs educational performance, but is not included under the definition of deafness. Deafnessis hearing impairment so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a childs educational performance. 5. Hearing loss ranges from mild to severe can bedescribed by degree, type, and configuration. Rate of literacy development slowed (by 1/3) dueto delays in language development. Oftengraduate with 4th grade reading level. Lack opportunity to develop social skills fromincidental learning. Need explicit teaching. Many deaf individuals choose membership in thedeaf community and culture. 6. Early intervention School placement 42% spend most of the day ingeneral ed. class 31% educated in resource class 15% educated in residentialschool Regular ed. teacher collaborateswith teacher of students who aredeaf or hearing impaired. 7. Oral/aural - Use residual hearing to learn andcommunicate with people verbally. Speech reading - Perceive speech by watching mouthmovements, body language, and context cues. Cued speech - Use 8 hand shapes in 4 differentplacements along with mouth movements todifferentiate sounds of spoken language. Manual - Use sign language (ASL). An interpretermay assist in communicating with non-ASL speakers. Total communication - Use a combination of signlanguage and verbal communication. 8. Hearing aid Cochlear Implant FM system Sound field system Text telephones (TTY) Closed TV captioning Alerting devicesCochlear Implant Listening Demos 9. Face the student when speaking Get the students attention before speaking Assess students background knowledge Check for understanding Use visual aids and experiential learning Provide preferential seating Reduce background noise 10. Vision impairment includingblindness means an impairmentin vision that, even withcorrection, adversely affects achilds educational performance. The term includes partial sightand blindness. Legally blind: 20/200 withcorrection in best eye or visualfield of 20 degrees or less. 11. Things appear washed out,like looking at a fadedphotograph. Trouble differentiatinglightness and darkness orthings that are almost thesame color. 12. Limited ability to access information Limited range of experiences Limited orientation and mobility Limited interactions with the environment Delayed language development Slightly different motor developmentsequence Social isolation and/or delayeddevelopment of social skills 13. Early intervention School placement 87% spend at least part of the day in general ed. 13% educated in separate facilities Resource classroom and residential setting notcommon. Regular ed. teacher collaborates with teacher ofstudents who are blind or visually impaired.Annas World 14. Tactile aids and manipulatives Enlarged print Low glare materials Back lighting Magnification devices Braille Optical character recognition Screen reading software Descriptive video service 15. Provide opportunities for tactileexploration Use concrete objects andmanipulatives Give verbal descriptions of visualinformation Adjust lighting, colors, etc. as neededto increase visibility of materials Provide preferred seating Adapt environment for mobility andspecialized equipment 16. Concomitant hearing and visual impairments, thecombination of which causes such severecommunication and other developmental andeducational needs that they cannot be accommodatedin special education programs solely for childrenwith deafness or children with blindness. Many have some functional use of hearing and/orvision. They may be able to: Move around independently Read enlarged print Recognize familiar faces/voices See sign language at close distances Understand and develop some speech 17. About 63% have other disabilities Cognitive disabilities are common Slow pace of learning Enjoy movement Methodical Need for sameness Problems with: Isolation Communication Mobility 18. Early intervention Services similar to those for students with severeintellectual and multiple disabilities. 15% educated in regular class or resources room 39% educated in separate special ed. classroom 46% educated in separate day or residentialschool, hospital, home or other setting. In Texas, each service center has a deaf-blindspecialist. Multidisciplinary team approach 19. Visual or tactile signlanguage Voice and sign Voice only (withamplification) Tactile symbols Communicationdevices 20. Multi-sensory teaching Link movement to language Coactive movement Physical guidance Brailling 21. Injury to the brain caused by external physical force,resulting in total or partial functional disability orpsychosocial impairment, or both, that adversely affects achilds educational performance. Open or closed head injuries resulting in impairments inone or more areas: cognition, language, memory, attention,reasoning, abstract thinking, judgment, problem-solving,sensory, perceptual, and motor disabilities; psychosocialbehavior, physical functions, information processing andspeech. Does not apply to brain injuries that are congenital,degenerative, or to brain injuries induced by birth trauma. 22. Characteristics depend upon the severity andlocation of the injury, as well as the age and generalhealth of the individual. TBI can cause changes in: thinking and reasoning understanding words remembering things paying attention solving problems talking behaving physical activities seeing and/or hearing learning 23. Multiple disabilities are concomitant impairments (e.g.,mental retardation/blindness, mental retardation-orthopedic impairment), the combination of whichcauses such severe educational needs that they cannot beaccommodated in special education programs solely forone of the impairments. Also defined by TASH in terms of necessary support:individuals who require extensive ongoing support inmore than one major life activity such as mobility,communication, self-care, and learning... Usually have severe intellectual disability as well as atleast one other disability. Intellect may be higher thanestimated, as determining intelligence may be difficult. 24. Require a long time to learn Have difficulty with: Learning complex skills Generalizing and discrimination Observational/incidental learning Attention Memory Skill synthesis Self-regulation Communication Inappropriate behaviors Medical problems 25. Early intervention, with family support Served primarily in separate special ed. classes, either ingeneral ed. or separate schools. Emphasis on a functional curriculum, developing skillsfor independence and community participation Only 12% spend most of their time in general ed. Inclusion requires collaboration between regular andspecial ed teachers, and usually paraprofessional help. Reverse mainstreaming may be used to promote socialinteraction with non-disabled peers. 26. Adaptive behavior scales, ecologicalinventories, and curriculum guidesused to determine what to teach. Teach skills as integrated clusterswithin functional routines andcontexts. Partial participation when learning acomplete skill independently is notpossible. Systematic instruction (time delay,system of least prompts) and datacollection. 27. A severe orthopedic impairment thatadversely affects educationalperformance. Includes impairmentscaused by congenital anomalies (e.g.,club foot, absence of some member),impairments caused by disease (e.g.,polio, bone TB), and impairmentsfrom other causes (cerebral palsy,amputations, fractures or burns thatcause contractures). 28. Neurological disorder caused by brain damagebefore, during or after birth that affects movementand posture. Non-progressive (brain damage does not worsen) May be hypertonic (tense), hypotonic (floppy),athetoid (involuntary movement), ataxic (lack ofbalance and coordination) or mixed. Affects different parts of the body (hemiplegic,diplegic, quadriplegic) Can be mild, moderate, or severe May have other disabilities; 50-60% have intellectualdisabilities 29. Inherited muscle disorder in which muscle tissuedegenerates over time. 9 different types, vary by age of onset, musclesaffected, rate of degeneration, life expectancy, etc. Duchenne is most common type (and is the onedescribed in the textbook): Onset between 2-6 years Occurs only in boys Eventually affects all voluntary, heart, and breathing muscles Usually die by age 30 Some types of MD have higher than average risk forintellectual or learning disabilities Fatigue affects school performance 30. An incomplete closure in the spinal column: Occulta: opening in one or more vertebrae without damage to spinal cord (40% of population) Meningocele: protective covering of spinal cord pushed out through opening in vertebrae Myelomeningocele: spinal cord protrudes through the back May involve muscle weakness or paralysis, loss ofsensation, loss of bowel and bladder control belowplace where incomplete closure occurs. Fluid my build up in brain (hydrocephalus), whichmay be controlled through a shunt. If so, theremay be problems with attention, language, andacademics. May need multiple surgeries. 31. Having limited strength, vitality, oralertness, including a heightenedalertness to environmental stimuli, thatresults in limited alertness with respect tothe educational environment. Due to chronic or acute health problemssuch as asthma, ADHD, diabetes,epilepsy, a heart condition, hemophilia,lead poisoning, leukemia tuberculosis,nephritis, rheumatic fever, and sickle cellanemia. Adversely affects a childs educationalperformance. 32. The most common OHI. Signs include difficult breathing,wheezing, coughing, excess mucus,sweating, and chest constriction. Can be triggered by allergies, cold,dry air, or exercise. Loss of instructional time and feweropportunities for social andrecreational activities. Use inhaler to help with breathingwhen an asthma attack occurs. 33. Epilepsy is a neurologicalcondition that makes peopleprone to seizures (abnormalelectrical discharges in thebrain). The two most commontypes of seizure are: Tonic-clonic seizures Absence seizures Antiepileptic drugs can be use tocontrol seizures. 34. Conditions diagnosed by physicianand educational impact determinedby educational personnel. Most children with OI and OHI areserved in general ed. classrooms. Students may receive relatedservices (e.g., PT, OT). School nurse develops individualhealth care plan that includesinformation about ongoing needsand emergency medical treatment. 35. Curriculum modifications such as changes in content,outcomes, or levels of complexity Adaptations to the physical structure of the classroom Accommodations (e.g., sending work home, tutoring)to help students make up missed work Pair students with limited stamina with anotherstudent, give shorter assignments, more time to finish Special considerations for physical and health careneeds (e.g., asthma triggers, universal precautions) Facilitate acceptance to prevent teasing Assistive technology devices Collaboration with OT, PT, ST, nurse, parents, etc.