Transcript HB 1727 Disability Awareness

Disability Awareness
Criteria used in determination of
eligibility as defined in federal and
state law.
Who are Children with Disabilities?
To be eligible to receive special education
services, a child must have been determined to
have one or more of the disabilities listed in
federal regulations or in state law or both. The
child must have an educational need for special
educational services.
Speech Impairment (SI)
• A communication disorder such as
stuttering, impaired articulation, a
language impairment, or a voice
impairment, which adversely affects a
child’s educational performance.
Educational Implications
• Early intervention
• Pull-out, integrated, collaborative, or
consultative services with speech
pathologist
• Use of technology to assist in
communication
Orthopedic Impairment (OI)
• A severe orthopedic impairment which
adversely affects a child’s educational
performance.
• Includes impairments caused by
congenital anomaly, disease and
impairments from other causes such as
cerebral palsy, amputations, and
fractures.
Other Health Impaired (OHI)
• Having limited strength, vitality or
alertness, due to chronic or acute health
problems.
• According to Office of Special Education
and Rehabilitative Services’ clarification
of l991, ADD may also be classified
under OHI
Educational Implications
• Use of adaptive equipment in
classroom, as needed
• Organization of classroom to facilitate
free and appropriate access
Mental Retardation (MR)
• Significantly subaverage general
intellectual functioning existing
concurrently with deficits in adaptive
behavior and manifested during the
developmental period, which adversely
affects a child’s educational
performance.
Educational Implications
• Use concrete materials that are
interesting , age-appropriate and
relevant
• Present information and instructions in
small, sequential steps and review
frequently
• Provide prompt and consistent feedback
Deafness (AI)
• A hearing impairment which is so
severe that a child is impaired in
processing linguistic information through
hearing, with or without amplification,
which adversely affects educational
performance.
Hearing Impairment (AI)
• A hearing impairment, whether
permanent or fluctuating, which
adversely affects a child’s educational
performance but which is not included
under the definition of deafness.
Educational Implications
• Amplification systems
• Services of an interpreter for students
who use manual communication
• Favorable seating to facilitate speech
reading
• Captioned films/videos
Visual Impairment (VI)
• A visual impairment which, even with
correction, adversely affects a child’s
educational performance.
• Includes both children with partial sight
and those with blindness.
Educational Implications
• Early intervention
• Technology utilization in form of
computers, low vision optical and video
• Large print materials
• Braille
• Books on tape
Deaf-Blindness (DB)
• Simultaneous hearing and visual
impairments, the combination of which
causes such severe communication and
other developmental and educational
problems that a child cannot be
accommodated in special education
programs solely for children with
deafness or blindness.
Educational Implications
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Touch cues
Finger spelling
Signed English
Braille writing and reading
Orientation and mobility training
Traumatic Brain Injury (TBI)
• An injury to the brain caused by an external
physical force, resulting in total or partial
functional disability or psychosocial
maladjustment, or both, which adversely
affects educational performance.
• Does not include brain injuries that are
congenital or degenerative or induced by birth
trauma.
Educational Implications
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Give student more time to finish tests
Give directions one step at a time
Show student how to perform new tasks
Have consistent routines
Show student how to use assignment
book to help organize
Multiple Disabilities (MD)
• Simultaneous impairments, the
combination of which causes such
severe educational problems that the
child cannot be accommodated in a
special education program solely for
one of the impairments.
• Does not include children with
deaf/blindness.
Educational Implications
• Adaptive aids and equipment in the
classroom
• Use of computers and assistive
technology communication systems in
the classroom
• Regular education modifications
Emotional Disturbance (ED)
•
Exhibition of one or more of the
following characteristics over a long
period of time and to a marked degree,
which adversely affects educational
performance:
– inability to learn which is not explained by
other defined disability conditions
Emotional Disturbance
– Inability to build or maintain satisfactory
interpersonal relationships
– inappropriate types of behaviors or feeling
under normal circumstances
– a general pervasive mood of unhappiness
under normal circumstances
– tendency to develop physical symptoms or
fears associated with personal or school
problems.
Educational Implications
• Implementation of behavior intervention
plans
• Need for coordination of services
between school, home and therapeutic
community
• Social skills development
• Psychological or counseling services
available
Learning Disabled (LD)
• A disorder in one or more of the basic
psychological process involved in
understanding or in using language,
spoke or written, which may manifest in
an imperfect ability to listen, think,
speak, read, write, spell or to do
mathematical calculations.
Learning Disabled
• The term includes such conditions as
perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and
developmental aphasia.
Educational Implications
• Break tasks into smaller steps
• Give directions verbally and in writing
• Give student more time to finish
schoolwork or tests
• Teach organizational skills
Autism (AU)
• A developmental disability significantly
affecting verbal and non-verbal
communication and social interaction,
generally evident before age three, that
adversely affects educational
performance.
Educational Implications
• Structured and predictable classroom
environment
• Develop programs with parents so that
learning activities and experiences can
be generalized over several
environments
• Limit complexity of verbal directions
and/or pair with visuals
GROUP ACTIVITY
• Each group will brainstorm a list of
additional educational strategies that
can be used with the disability topic
given their table