Teaching Students withLow-Incidence Disabilities

o Chapter 11ED 315 – 01 Spring 2014

Esco Anne Hocog, Felisa Mendiola, James Dela Cruz, Jolene Aguon

Bell Work

Word Search Puzzle

Norms• We respect each other.

• We have our eyes and ears on the speaker.

• We try our best.

• We are a team.

• We share (our food ).

• We create, participate, and have fun.

Students will be able to: Define and describe low-incidence disabilities.

Define and describe students with other health impairments.

Define and describe students with physical impairments.

Define and describe students with traumatic brain injury.

Describe the role of general classroom teachers when they are working with students with low-

incidence disabilities.

Low-Incidence Disabilities

Major categories identified under IDEA that fall into the low-incidence grouping are:

a. Other health impairments b. Orthopedically impaired

Conditions such as childhood cancer, asthma, and cerebral palsy. Traumatic brain injury is also considered a low-incidence disability.

Low-incidence disabilities present unique needs. General classroom teachers are not equipped to address

the needs of these students without the help of professionals.

Other Health Impairments 2006-2007, schools served 611,000 students “having limited strength, vitality or alertness, due

to continuing or severe health problems such as a heart condition, tuberculosis, asthma, epilepsy, lead poisoning, leukemia, diabetes etc.” (IDEA 2004)

*Role of educators is to support health professionals and parents and provide accommodations needed as a result of the health problem.

*It is essential for educators to develop an understanding of the conditions so they will be able to provide any necessary support the student may need.

Asthma

This can cause repetitive episodes of coughing and shortness of breath.

20 million individuals have asthma in the United States, 9 million are children.

It is the most common chronic illness in children (1 in 13)

Children having asthma has increased 30% over the past 20 years.

Is the leading cause of school absenteeism

Is a result of the body’s antibodies reacting to antigens and causing swelling, mucus secretion, and muscle tightening in the lungs.

Childhood Cancer• Occurs in approximately 1 in 330 children before the age of 19

years,- 12,500 children and adolescents every year.

• Leukemia, brain cancer, and tumors of the central nervous system.

• There are supports and interventions that schools should provide (PG. 351). (Maintain communication between schools and family, learn about the child’s diagnosis etc.)

• Teachers should be prepared to deal with the long-term impact of the cancer and possible death of the student. (Many children die annually from cancer )

• Being prepared and having your other students prepared, could assist in the grieving process if the child dies as a result of the disease.

Cystic FibrosisIs an inherited, fatal disease, which results in an abnormal amount of mucus throughout the body, most affecting the lings and digestive tract. • This causes air to be trapped in the lungs,

which then overinflates and collapses. • If the disease progresses, it greatly affects

stamina and the student’s physical condition. • For teachers: learn how to clear a student’s

lungs and air passages when doing certain activities, consider restricting certain physical activities etc. PG 352

Dual Sensory Impairment• IDEA: deaf-blind- Typically blind or deaf with minimal

impairment in the other sense, or they may have milder degrees of visual auditory impairments that do not classify as blindness of deafness

• 2000-2001 – 1,320 students• Heterogenous

Wolfe (1997)

• Use an ecological approach to assessment and skill selection to emphasize functional needs of

students.• Use a variety of prompts, cues, and

reinforcement strategies in a systematic instructional pattern.• Use time-dealy prompting, increasing the time between

prompts.• Use groups and cooperative

learning strategies.• Implement environmental

adaptations

DiabetesMetabolic disorder in which the pancreas cannot produce sufficient insulin to process food

• 23.6% million or 7.8% - Nearly 20,000 children under the age of 20

• Approximately 2 million adolescents are over-weight and are considered pre-diabetic

• Type II Adult-Onset• Type I Insulin-Dependent

- Approximately 1 in every 400-600- 5-10%

What can we do?Attend diabetes education training programsBecome familiar with student’s healthcare plan

for managementBecome aware of how to handle emergency

situationsBe alert to recognize signs and symptoms of

hypoglycemia and hyperglycemiaEncourage students to participate fullPrepare substitute teachers to handle

emergenciesProvide accommodations for educational issues.

EpilepsyNeurological disorder that results in individuals having seizures.• 3 million – 326,000 under 15• 200,000 diagnosed every year• 45,000 children experience their first seizure• Occurs in males slightly more than in females• Prevalence of epilepsy increases with age.• Occurs more frequently in racial minorities • 10% of Americans will experience at least one

seizure

HIV and AIDS

• 2008 – 2.1 million HIV worldwide

• Transmitted through the exchange of blood, semen, or other body fluids.

• Social, psychological, and emotional needs, as well as physical and health care needs

Human Immunodeficiency Virus Acquired Immunodeficiency Virus

Tourette SyndromeNeurological disorder that results in multiple motor and verbal tics.• 50% parents• Before 18

- Manifests between 7 - 10• 200,000 most severe

*Understanding

Cerebral Palsy• Primary interventions

focus on physical needs.• Physical therapy,

occupational therapy, speech-language pathologist, and surgery.

• Specific suggestions for teachers: (Refer to Page 362)

• Assistive technology play a significant role. - Augmentative and alternative communication (AAC)

Muscular Dystrophy• 30 genetic diseases characterized by

progressive weakness and eventual death of muscle fibers that control movement.

• Most common and Serious form: Duchenne Dystrophy.

• First appear ages 3 and years, progress rapidly. By age 12, most are unable to walk and must use a respirator.

• Most individuals die during young adulthood.

• Condition is progressive, teachers need to adapt as it worsens.

Muscular Dystrophy• Genetically transmitted affects 1 in every 3,500

male. Females carry genes but is not affected.• Students with Muscular Dystrophy face numerous

physical, academic, social challenges.– Includes: Fatigue, learning disabilities, difficulty with

written assignments, general mobility issues, and social demands

• Primary role for teachers is to modify their classrooms to accommodate the physical needs of these students.

• Specific Suggestions for teachers: (Refer to Page 362)

Spina BifidaNeural tube defect characterized by bones in the spinal column (vertebrae) not connecting properly.• Estimated 70,000 people in the U.S.• Different types of Spina Bifida: Occult Spinal

Dysraphism, Spina bifida occulta, meningocele and myelomeningocele

• This condition may result in paralysis of the lower extremities and loss of sensation. Incontinence is also a possible result.

• Physical therapy is a critical component of treatment for children with SP. Accessibility, communication, and social-emotion concerns are the primary areas that general educators must attend to.

• Teachers should do the following when working with children with SP: (Refer to page 363)

Traumatic Brain Injury

– Defined as an acquired injury to the brain caused by external physical force, resulting on total or partial functional disability or psychological impairment that affects a child’s educational performance.

– This terms does not apply to brain injuries that are congenital, degenerative, or induced by birth trauma.

Traumatic Brain Injury• TBI is very common among children, being the

most common cause of death and disability in the United States.

• It results in a wide variety of causes including a bump, blow, or jolt to the head.– Not all head injuries result in a TBI

• TBI affects a wide variety of a child’s function including cognition, learning, behavior, personality, and social interactions.

Traumatic Brain Injury• Some academic implications resulting from a TBI include:

– Difficulty with logic, thinking, and reasoning– Slower to respond, react, and complete activities and tasks– Difficulty focusing attention– Physical limitations– Inappropriate social behaviors– Difficulty remembering– Frequently puzzled or challenged by grade level work– Difficulty learning– Speech and language deficits

Classroom Adaptions for Students with TBI• Refer to page 366, figure 11.2

Role of General Classroom Teachers

& Students with Low-Incidence Disabilities• Primary role for teachers is providing academic

instructions and supports.– Accommodations and modifications that facilitate learning.

• Teachers must work closely with health and related personnel.– A key area deals with equipment that these students may use.

• Assessing the needs of students for adaptive equipment• Knowing how to help students use adaptive equipment• Knowing how to provide cleaning and maintenance of the

equipment• Monitoring students with physical and health disabilities• Teachers need to be involved in all aspects of a child’s

educational program.

Assessment

Students will form a circle and EACH share what they have learned!