resource guide by rachel jacob. specific learning disabilities “although each student’s learning...

RESOURCE GUID

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BY

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EL J

AC

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SPECIFIC LEARNING DISABILITIES

“Although each student’s learning disabilities are manifested in different ways, these individuals all experience unexpected underachievement-academic performance significantly below what would be predicted form the individual’s talents and potential” (Smith & Tyler, 2014, pg 138)

KEY CHARACTERISTICS-slow reading rate-difficulty with sentence structure, poor grammar-letter reversals-difficulty reading facial expressions or body language-difficulty following directions-disorientation in time, or difficulty telling time-problems describing events or stories in proper sequence

http://www.pepperdine.edu/disabilityservices/students/ldcharacter.htm

Smith, D., Tyler, N. (2014). Introduction to Contemporary Special Education: New Horizons. Boston, MA: Pearson.


DIFFICULT ACADEMIC AND SOCIAL TASKS

-Reading comprehension, spelling

-Writing (mechanics, processing)

-Mathematics (memorizing facts, number reversals)

(keystone academic skills)

-Generalization of information

-Maintaining friendships

-Social conventions

CURRICULAR ACCOMODATIONS-Worksheets with 1 focus-Graphic organizers-Tiered assignments-Guided note-taking -Hands on activities

EFFECTIVE INSTRUCTIONAL PRACTICES-Direct instruction-Explicit instruction-Mnemonic devices-Differentiated instruction-Universal Design for Learning http://www.udlcenter.org/ -Slower pace-Small group instruction (resource)

http://www.udlcenter.org/



COMMUNITY OR STATE SUPPORT AGENCIES

National Joint Committee on Learning Disabilities

http://www.ldonline.org/about/partners/njcld

Raising Special Kidshttp

://www.raisingspecialkids.org/about-us/con

tact-us/

ASSISTIVE TECHNOLOGY-Timers

http://www.especialneeds.com/audible-time-timer-8-inch.html

-Audio players

http://www.especialneeds.com/assistive-technology-classroom-bookworm-audio-

book.html

-Apps for tablets and smart phones

https://www.understood.org/en/tools/tech-finder

-Reading focus cards

http://www.especialneeds.com/low-vision-reading-focus-cards.html


http://www.raisingspecialkids.org/about-us/contact-us/



http://www.especialneeds.com/assistive-technology-classroom-bookworm-audio-book.html




INSTRUCTIONAL RESOURCE WEBSITES


LD ONLINE provides a comprehensive list of information and strategies for students with learning disabilities.

https://www.understood.org/en

UNDERSTOOD provides resources for educating students with learning disabilities, as well as resources for tech, community, family and friends.

http://cms.springbranchisd.com/Portals/35/lessonplans/STRATEGIES-DISABILITIES.pdf

SPRING BRANCH ISD provides a comprehensive list of instructional strategies for all disabilities.







INTELLECTUAL DISABILITY

“One way to organize the types of intellectual disabilities is by level of severity and resulting intensity of services and supports needed “ (Smith & Tyler, 2014, pg. 230).

KEY CHARACTERISTICS

-IQ 50-69 Mild

-IQ 35-49 Moderate

-IQ 20-34 Severe

-IQ less than 20 Profound

-problems with cognition

-problems with adaptive behavior

-need for support to sustain independence




-Comprehension

-Remembering

-Reasoning

-Solving problems

-Partnering

-Social skills

-Communication

-Maintaining and building friendships and relationships

-Social conventions

-Body language and nonverbal communication

CURRICULAR ACCOMODATIONS-Apply to practical applications-Dictation-Choice-Hands-on activities

EFFECTIVE INSTRUCTIONAL PRACTICES-Functional curriculumExplicit instruction on self-determination and self-advocacy-Differentiated instruction-Universal Design for Learning http://www.udlcenter.org/





American Association on Intellectual and

Developmental Disabilitieshttp://aaidd.org/

Raising Special Kids http

://www.raisingspecialkids.org/about-us/contact-

us

/

EBuddies

http://www.ebuddies.org/

ASSISTIVE TECHNOLOGY-Apps for tabletshttps://www.understood.org/en/tools/tech-finder -augmentative communication devicehttp://www.especialneeds.com/listen-to-me.html-choice makershttp://www.especialneeds.com/speech-and-communication-communication-devices-italk2-communicator.html-step by step game playerhttp://www.especialneeds.com/assistive-technology-classroom-step-by-step-gameplay-communicator.html

http://aaidd.org/

http://aaidd.org/





http://www.ebuddies.org/




http://www.especialneeds.com/listen-to-me.html

http://www.especialneeds.com/listen-to-me.html

http://www.especialneeds.com/speech-and-communication-communication-devices-italk2-communicator.html




http://www.especialneeds.com/assistive-technology-classroom-step-by-step-gameplay-communicator.html





INSTRUCTIONAL RESOURCES

http://www.bestbuddies.org/

BEST BUDDIES provides support for friendship, leadership and jobs, a transition from high school to after graduation; life skills are the most important skills to master.

http://www.thearc.org/learn-about/intellectual-disability

THE ARC provides support for people with intellectual and developmental disabilities, because having support leads to better instructional support.


SPRING BRANCH ISD provides a comprehensive list instructional strategies for all disabilities.







ORTHOPEDIC IMPAIRMENT

“Students with physical, which IDEA calls orthopedic impairments, have problems with the structure or the functioning of their bodies that are so significant that they impact their educational performance” (Smith & Tyler, 2014, pg. 259).

KEY CHARACTERISTICS

-impaired motor ability

-neuro-motor impairments

-use of assistive motor devices

-paralysis

-impaired or limited ability to control muscles or organs



DIFFICULT ACADEMIC OR SOCIAL TASKS

-Written expression

-Reading comprehension

-sustained attention

-Body language

-Facial expressions

CURRICULAR ACCOMODATIONS

-Extended time

-Note takers

-Substitute word processing for handwriting

-Simplify or read aloud instructions

EFFECTIVE INSTRUCTIONAL PRACTICES

-Improve classroom traffic patterns

-Flexible seating arrangements

-Distance education

-Virtual classrooms

-Communities of practice

-Differentiated instruction

-Universal Design for Learning http://www.udlcenter.org/





Arizona Association of Providers for

people with disabilitieshttp://www.aappd.org/



us/

ASSISTIVE TECHNOLOGY

-adaptive switches

http://www.especialneeds.com/assistive-technology-switches-hand-finger-switches-buddy-button-

switch.html

-personal alert system

http://www.especialneeds.com/assistive-technology-environmental-control-responsable-personal-alert-

system.html

http://www.aappd.org/





http://www.especialneeds.com/assistive-technology-switches-hand-finger-switches-buddy-button-switch.html





http://www.especialneeds.com/assistive-technology-environmental-control-responsable-personal-alert-system.html







http://www.projectidealonline.org/v/orthopedic-impairments/

PROJECT IDEAL provides support and information for educating all learners.

http://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/

SPECIAL EDUCATION ONLINE provides education tips for teachers and parents .









AUTISM SPECTRUM DISORDER

“A complex developmental disability that causes problems with social interaction and communication” (Smith & Tyler, 2014, pg. 343).

KEY CHARACTERISTICS

-Preservation

-fixated interests and repetitive behaviors

-sensitivity to heat, cold, sound and light

-intense need for structure

-inability to maintain eye contact.


AUTISM SPECTRUM DISORDERDIFFICULT ACADEMIC AND SOCIAL TASKS

-Small group, large group or partner work

-working independently

-listening to a lecture

-anything outside of their interests

-sustained attention

-maintaining meaningful friendships

-sharing

-body language

-social conventions

-conversations and turn taking

-expressing needs and desires

-facial expressions

-eye contact

CURRICULAR ACCOMODATIONS-Break down (task analysis) of tasks to complete a final task and set up a system where the student masters each accompanying task.-Graphic organizers-First/Then-worksheets with 1 focus

EFFECTIVE INSTRUCTIONAL PRACTICES-ABA http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba -YAPhttp://www.ddiny.org/programs/young-autism-program.html -TEACCHhttp://teacch.com/about-us/what-is-teacch -Pyramid Approach to Education in Autismhttp://www.disabled-world.com/disability/education/special/pecs.php -Differentiated instruction-Universal Design for Learninghttp://www.udlcenter.org/

http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba



http://www.ddiny.org/programs/young-autism-program.html

http://www.ddiny.org/programs/young-autism-program.html

http://teacch.com/about-us/what-is-teacch

http://teacch.com/about-us/what-is-teacch

http://www.disabled-world.com/disability/education/special/pecs.php

http://www.disabled-world.com/disability/education/special/pecs.php





Autism Society of Greater Tucson http://autismsocietygreatertucson.org/

Raising Special Kids http://www.raisingspecialkids.org/about-us/cont

act-us

/


-talkers / augmentative communication http://www.especialneeds.com/speech-and-communication-communication-devices-supertalker-progressive-communicator.html

-talking calculators

http://www.especialneeds.com/speech-and-communication-communication-devices-talking-

calculator.html

-communicators

http://www.especialneeds.com/speech-communication-augmentative-on-the-go-

communicators.html

-switch activity spinner

http://www.especialneeds.com/speech-and-communication-switch-

rewards.html

http://autismsocietygreatertucson.org/






http://www.especialneeds.com/speech-and-communication-communication-devices-supertalker-progressive-communicator.html






http://www.especialneeds.com/speech-and-communication-communication-devices-talking-calculator.html




http://www.especialneeds.com/speech-communication-augmentative-on-the-go-communicators.html




http://www.especialneeds.com/speech-and-communication-switch-rewards.html





http://teacch.com/

TEACCH provides information on the TEACCH approach to educating kids with autism.

http://www.appliedbehavioralstrategies.com/what-is-aba.html

ABA provides information on how to use applied behavioral strategies and educational interventions for students with autism.



http://teacch.com/

http://teacch.com/





EMOTIONAL AND BEHAVIORAL DISORDERS

“Emotional or behavioral disorders (EBD) are difficult to define” (Smith & Tyler, 2014, pg 198).

KEY CHARACTERISTICS

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

-inability to maintain or build relationships

-inappropriate behaviors or feelings

-general pervasive mood of unhappiness

-aggression

-noncompliance

-anorexia/bulimia

-anxiety

-damages property

-develops physical symptoms or fears with personal or school problems

Smith, D., Tyler, N. (2014). Introduction to Contemporary Special Education: New Horizons. Boston, MA: Pearson.http://school-psychology.org/emotional-and-behavioral-disorders



-staying engaged during academic tasks

-gifted learner

-regulating emotions

-maintaining and building friendships and relationships

-social conventions

-expressing needs or desires


-Graphic organizers

-Positive reinforcement charts

-Dictation from a peer or teacher for written assignments

-Audio book


-Explicit instruction on both academic and social skills

-Providing numerous practice opportunities

-Using peers supports

-OTR -Opportunities to Respond


-PBS: positive behavioral supports





Center for Children’s Mental Health and Emotional or Behavioral Disorders

http://www.pacer.org/childrensmentalhealth/



us/


-Talking word processors

http://donjohnston.com/writeoutloud/#.

VIy9s4rF9oA

-Speech recognition

http://www.nuance.com/dragon/

index.htm

-Timers

http://www.especialneeds.com/audible-time-timer-8-

inch.html






http://donjohnston.com/writeoutloud/%23.VIy9s4rF9oA



http://www.nuance.com/dragon/index.htm









PACER provides instructional resources and information on emotional and behavioral disabilities.

http://www.4ebd.org/

4 EBD provides creative instructional answers for working with children with emotional or behavioral disabilities.








LANGUAGE DEVELOPMENT DISORDERS

“Students with language disorders exhibit an impaired ability to express their thoughts, ideas, or needs so that others understand their intended message; they also have difficulty comprehending the messages that others are trying to convey” (Smith & Tyler, 2014, pg. 108).

KEY CHARACTERISTICS

-impaired comprehension

-impaired use of written symbols

-impaired phonology, morphology or syntax

-impaired semantics

-impaired pragmatics




-Listening to lectures

-Taking notes

-Reading comprehension

-Reading aloud

-Following directions

-Writing

-Class discussion

-Vocabulary

-Social conventions

-Expressing needs or desires

-Comprehension of another persons speech and intentions

-Expressive and receptive use of language


-Pictures of vocabulary words to point to when asked for word retrieval

-A word wall or personal written word bank to use as a reference

-Personalized graphic organizer for reading comprehension


-Language-Sensitive instruction

-Explicit instruction

-Graphic organizers

-Language therapy






American Speech and Hearing Association

http://www.asha.org/



us/


-Augmentative and alternative communication devices

http://www.asha.org/public/speech/disorders/AAC/

http://www.especialneeds.com/assistive-technology-aac-

communication.html

-speech synthesizer

http://www.acapela-group.com/

-Apps for tablets and smart phones

http://a4cwsn.com/2011/02/language-builder/









http://www.especialneeds.com/assistive-technology-aac-communication.html











ASHA provides information about speech and language impairments and instructional practices.

https://www.naset.org/speechandlanguage2.0.html

NASAT provides information and links to websites that connect to the specific therapy or resource.








OTHER HEALTH IMPAIRMENT

“…is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophelia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia” (National Association of Special Education Teachers, https://www.naset.org/2278.0.html)

KEY CHARACTERISTICS

-limited strength

-limited vitality

-limited alertness

-heightened alterness


https://www.naset.org/2278.0.html

https://www.naset.org/2278.0.html



-Sustained attention to instruction

-Comprehension

-Small group, large group or partner work

-Working independently

-Maintaining or building relationships

-Expressing needs or desires

Social conventions


-Extended time

-Flexible due dates

-Simplify or read aloud instructions

-Graphic organizers




-Distance education




Arizona Department of Health Services

http://azdhs.gov/phs/owch/ocshcn/


://www.raisingspecialkids.org/about-us/contact-u

s/


-Computer-based instruction

http://elearningindustry.com/computer-based-instruction-

theory

-Apps for tablets or phoneshttp://a4cwsn.com/2011/02/language-builder/

-Self-regulation software or apps

http://www.toolsofthemind.org/philosophy/self-regulation

/

-Interactive websites

http://interactivesites.weebly.com

/

http://azdhs.gov/phs/owch/ocshcn/




http://elearningindustry.com/computer-based-instruction-theory





http://www.toolsofthemind.org/philosophy/self-regulation/



http://interactivesites.weebly.com/





http://www.parentcenterhub.org/repository/ohi/

PARENT CENTER HUB provides educational information on how to address students needs at school.







resource guide by rachel jacob. specific learning disabilities “although each student’s learning...

Documents

learning http

learning disabilitieshttp

social taskscomprehension

key characteristicsiq

potential smith tyler

needed smith tyler

contemporary special

social skillscommunication