Special Education Resource Notebook

1. Special Education Resource Notebook Meri Borland Introduction to Exceptional Children S.E. 500 Summer 2007

2. Teaching Strategies for all Learners with Special Needs • Become familiar with your students’ disabilities • Use parents, specialists and special education teachers as resources • Learn the strengths and weakness for each student; assist with goal setting • Be aware of IEP goals • Modify the environment (Osterreich, 2002)

3. Specific Learning Disabilities • Definition: psychological difficulty with processing skills pertaining to language and/or math such as; reading, writing, spelling, speaking, listening, thinking, calculating, reasoning and perceptual ability. • Students with a learning disability may seem to have a deficit between their ability and their academic achievement • Includes conditions such as; brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (Heald, 2003)

4. Specific Learning DisabilityCharacteristics • Difficulty with alphabet, rhyming, letter sounds, spelling, handwriting, and word recall • Poor reading aloud, reading comprehension and writing organization skills • Problems with pronunciation, written expression of ideas, retelling a story • Confusion with math symbols or similarly sounding words • Difficulty reading letters and numbers (may be transposed) • Issues with beginning a task, following directions, conversational skills (“Learning Disabilities”, 2004)

5. Teaching students with Specific Learning Disabilities • Understand the traits of each specific condition • Break tasks into small steps • Give extra time for tests and assignments • Use tape-recorders, books on tape, carbon copy paper for peer note-taking, computers with spell/grammar check and speech recognition software • Teach learning strategies, organizational and study skills • Give directions in writing and verbally, repeat directions • Give positive, immediate feedback • Provide several chances to practice (“Learning Disabilities”, 2004)

6. Speech and Language Impairment • Definition: difficulty with communication; impairment with voice, fluency, articulation, and/or the ability to understand or use language (verbally and nonverbally) (“Speech-Language”, 2004) • Disability can occur in receptive and/or expressive language affecting different categories of language: phonology, syntax, semantics, pragmatics (International Psychology Services [IPS}, 2000)

7. Types and Definitions of Receptive and Expressive Language Receptive/Phonology: distinguishing between sounds Receptive/Syntax: understanding complex sentence structure Receptive/Semantics: understanding meaning Receptive /Pragmatics: understanding use of language as communication; non-literal meanings Expressive/Phonology: articulation Expressive/Syntax: creating grammatically correct speech Expressive/Semantics: communicating meaning Expressive/Pragmatics: socially appropriate use of language (IPS, 2000)

8. Speech or Language Impairment Characteristics • Delayed speech and language skills • Problems with voice quality,pitch, volume • May be difficult to understand, have difficulty expressing ideas • Difficulty pronouncing certain sounds or understanding meanings of words • Problems with flow or rhythm of speech • Improperly using words or grammar • Difficulty following directions (“Speech-Language”, 2004)

9. Speech or Language Impairment Teaching Strategies • Practice patience • Encourage speaking in group activities • Maintain eye contact • Arrange after class/school sessions for lengthy or difficult points • Allow oral assignments to be written • Allow one on one oral presentations • Give time for student to express themselves, don’t interrupt or finish statements • Ask for student to repeat statements, use repetition during instruction (“Teaching students”, 2003)

10. Mental Retardation • Definition: abnormally low intellectual functioning and difficulty with adaptive behavior such as daily living, self-help, communication, and social skills. An IQ less than 70 may be used to label mental retardation. (“Mental Retardation”, 2004)

11. Mental Retardation Characteristics • Delay in gross motor skills (sitting, walking) and talking • Problems with memory, social skills, logical thinking, problem solving and cause and effect (Oesterreich, 2002) • Difficulty understanding consequences of actions • May have problems transferring knowledge • Short attention span, easily distracted, problems with transitions • Poor coordination • Immature speech • May have fear of change (“Mental Retardation”, 2004)

12. Mental Retardation Teaching Strategies • Be concrete; use visuals and hands on learning experiences to demonstrate concepts • Give feedback • Break large tasks into steps, use simple directions • Provide opportunities for practice • Focus on daily living and social skills • Encourage group/club/organization participation • Alert to transitions • Limit number of choices during an activity • Physically guide through steps of activities • Match activities to ability level and mental age (“Mental Retardation”, 2004)

13. Other Health Impairment • Definition: chronic or acute health conditions or diseases that reduce strength, vitality or alertness which negatively affects academic performance • Conditions include; asthma, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia (Heald, 2003)

14. ADD/ADHA Characteristics Each disorder will have a specific set of characteristics. Due to the broad range of conditions covered under this category, the following are characteristics of students with ADD/ADHD. • Weak problems solving • Poor attention span or easily distracted • Inconsistent work, Poor class participation • Hyperactivity, restless • Disorganized, problems following directions • Procrastinates, makes careless mistakes, loses items (“Specific Impairments”, 2007)

15. Other Health Impairment Strategies • ADD/ADHD • Provide detailed instructions, outlines, graphic organizers, copies of notes and hands on materials • Display clear classroom expectations • Repeat and highlight key points, terms, concepts, give directions one step at a time, give extra time for work • Provide immediate, frequent feedback • Break long tasks into shorter assignments • Allow frequent breaks or movement around the room • Change seating often; give preferential seating • Provide quiet area for testing; alternative methods (“Specific Impairments”, 2007)

16. Other Health Related Teaching Strategies General accommodations for students with health related disabilities • Give assignments and due dates in advance • Allow snack and bathroom breaks • Be flexible with due dates and when dealing with absences; reduce assignment requirements • Provide preferential seating (near door or window) (“Other Impairments”, 2003)

17. Emotional and Behavioral Disorders According to the Individuals with Disabilities Education Act (IDEA) (2004), the definition includes one or more of the following behaviors over a long period of time: • inability to learn that is not explained by other factors • inability to build or maintain relationships • inappropriate behaviors or feelings in normal situations • General unhappiness or depression • Fears or physical symptoms due to, otherwise, normal problems (“Emotional Disturbance”, 2004)

18. Emotional Disability Characteristics • Short attention span, impulsive behavior • Aggression, fighting or harmful to self • Difficulty learning, poor coping skills • Temper tantrums, inappropriate crying, immature for age • Withdrawal from social interactions • Excessive fear and anxiety • Distorted thinking, abnormal mood swings (“Emotional Disturbance”, 2004)

19. Emotional Disorder Teaching Strategies • Teach problem solving skills and encourage social interactions • Watch for signs of frustration, aggression, withdrawal • Match length of activity and developmental level with ability/attention spans • Announce transitions and provide preferential seating • Limit distractions and stimulation, provide open-ended materials • Assign classroom jobs • Guide play activities, provide suggestions and structure (“Emotional Disturbance”, 2004)

20. Autism Spectrum Disorder • Definition: disability in which verbal and nonverbal developmental skills and social interactions are negatively affected (onset usually before the age of 3); neurobiological disorder that affects ability to play, communicate and relate to others • Condition includes; Autistic Disorder, Pervasive Developmental Disorder-Not Otherwise Specified, Asperger’s Disorder, Rett’s Disorder, Childhood Disintegrative Disorder (“Autism/PDD”, 2007)

21. Autism Spectrum Disorder Characteristics • Sensitive to certain sensory stimuli • difficulty adjusting to change; need for routine • Difficulty expressing needs • Unusual repetitive behavior • Inappropriate or responses to sound • Difficulty making and maintaining relationships • Insensitivity to pain, low fear of danger • Prefer solitary activities • May avoid eye contact; being touched (“Defining Autism”, n.d.)

22. Autism Spectrum Disorder Teaching Strategies • Provide concrete objects and visuals for cues and instruction • Give short verbal instructions • Develop talents and use interests to motivate learning • Be aware of stimuli that is uncomfortable • Give child permission to move as needed (lights/sounds) • Teach generalization (transfer of knowledge) and sequencing skills • Use colored paper with black ink • Understand meaning of behavior • Have consistent routines and schedules (Grandin, 2002)

23. Deafness and Hearing Loss • Definitions: Deafness: severe impairment, which results in an inability to process information obtained through hearing Hearing Loss: significant impairment in hearing which affects academic performance (may be permanent or fluctuating) (“Deafness/Hearing Loss”, 2004)

24. Four Types of Hearing Loss: Conductive- caused by disease or blockage to middle or outer ear, affect frequencies evenly- may have the ability to hear with hearing aids or surgery Sensorineural- damage to sensory hair cells in the inner ear or surrounding nerves, affects ability to hear certain frequencies, ranges from mild to profound Mixed - combination of conductive and sensorineural, problems in both inner and outer or middle ear Central -damage to nerves of central nervous system (in the brain) (“Deafness/Hearing Loss”, 2004)

25. Deafness and Hearing Loss Characteristics • Difficulty learning vocabulary, grammar and spoken communication • May use hearing devices, forms of sign language or lip reading • Does not respond to when spoken or loud noises • Not easily understood, interrupts conversations, leaves out sounds in words • Asks for repetition of directions • May have very soft, loud and/or monotone voice • Turns ear toward speaker • Heightened awareness to visual cues (Oesterreich, 2002)

26. Deafness and Hearing Loss Teaching Strategies • Provide preferential seating and copies of notes • Teach classmates basic signs • Use Total Communication- instruction both verbally and in sign language • Use closed-captioned videos • Be familiar with services; interpreter, text telephones and relay services, hearing devices, and amplification systems • Make eye contact before speaking, use facial expressions and gestures to help communicate • reduce background noise during instruction • Use visuals to assist with schedules, instruction and organization (Oesterreich, 2002)

27. Blindness and Low Vision • Definitions: • Partially sighted: visual problem which requires special education services • Low vision: severe visual impairment even with the use of glasses or contacts; unable to read at normal viewing distances • Legally blind- severely limited field of vision (less than 20/20 in the “good” eye) • Total blindness: no functional vision (“Visual Impairments”, 2004)

28. Blindness or Low Vision Characteristics • Young children may not explore environment • Unable to imitate or understand nonverbal communication • Difficulty focusing eyes, eye(s) cross • blinking, rubbing eyes, squinting, frowning, covering one eye, tilting head • Holds materials close to face • Dizziness, headaches or upset stomach after focusing, stumbles or trips often • Difficulty finding small objects (Oesterreich, 2002)

29. Blindness or Low Vision Teaching Strategies • Provide large print materials, Braille and books on tape • Teach listening, communication, orientation, and mobility skills • Promote daily living and self help skills • Use textural, concrete objects to demonstrate concepts • Use descriptive words and talk through steps thoroughly • Have classmates identify themselves, describe their activities and call the child by their name. (Oesterreich, 2002)

30. Orthopedic Impairment • Definition: congenital anomaly, disease and other disorders causing physical impairments which affect academic performance • Conditions include; clubfoot, missing limb, bone tuberculosis, Cerebral Palsy, Epilepsy, amputation, asthma, heart disease, Muscular Dystrophy, Rheumatoid arthritis (Heald, 2003)

31. Orthopedic Impairment Characteristics • Poor fine motor development • Difficulty with hand-eye coordination • Stumbles, trips frequently • Poor balance • Difficulty with large-motor coordination • Weakness • Poor coordination (Oesterreich, 2002)

32. Orthopedic Impairment Teaching Strategies • Be aware of classroom obstacles, comfort of student and storage for assistive devices • Provide textural, hands-on and study materials • Promote movement and exercise • Encourage social interaction (Oesterreich, 2002) • Address students at eye level and make eye contact • Make a plan for lateness and taking breaks • Provide adequate work space • Allow additional time • Adjust lengthy writing assignment • Use peer- buddy systems (“Strategies”, 2005)

33. Gifted and Talented • Definition: higher than average intellectual abilities in general or specific fields (including the arts), creativity, and/or leadership (Lolly, 2005)

34. Gifted and Talented Characteristics • Early readers, extensive vocabulary • Mature for age • Highly motivated, independent • Curious • Persistent • Learn rapidly • Superior memory • Long attention span (Lolly, 2005)

35. Gifted and Talented Teaching Strategies • Provide open-ended, abstract learning activities, opportunities to form hypothesis and learn through discovery • Emphasize questioning (synthesis and evaluation) and alternative solutions to problems • Promote risk taking and responsibility for learning • Encourage higher-level and independent thinking • Provide adequate materials (Hovis, 2004)

36. References • Autism Society of America. (n.d.). Defining autism. Retrieved August 6, 2007, from http://www.autism- society.org/site/PageServer?pagename=about_whatis_characteristics • Grandin, T. (2002). Teaching tips for children and adults with autism. Retrieved July 30, 2007, fromhttp://www.autism.org/temple/tips.html. • Heald, B. (2003). Disability categories. Retrieved August 4, 2007. http://www.gananda.org/ SpecServices/disability%20categories.htm. • Hovis, S. (2004). Differentiated curriculum for classrooms with gifted children. Retrieved July 31, 2007, from http://www.newhorizons.org/strategies/differentiated/.htm. • International Psychology Services. (2000). Speech and language disorders. Retrieved August 6, 2007. from http://www.devdis.com/contact.html. • Lolly, J. (2005). Pioneering definitions and theoretical positions in the field of gifted education. Gifted Child Today, (28)3, 38-43.

37. References • Mt. San Jacinto College. (2003). Teaching students with speech impairments. Retrieved August 6, 2007, from http://www.msjc.edu/dsps/speech.shtml. • NICHCY. (2004). Autism/PDD Fact Sheet 1. Retrieved August 2, 2007. from http://www.nichcy.org/ pubs/factshe/fs1txt.htm. • NICHCY. (2004). Deafness/Hearing Loss Fact Sheet 3. Retrieved August 2, 2007. from http://www.nichcy.org/pubs/factshe/fs3txt.htm. • NICHCY. (2004). Emotional Disturbance Fact Sheet 5. Retrieved August 2, 2007. from http://www.nichcy.org/pubs/factshe/fs5txt.htm. • NICHCY. (2004). Learning disabilities. Retrieved August 2, 2007, from http://www.nichcy.org/pubs/factshe/fs7txt.htm • NICHCY. (2004). Mental Retardation Fact Sheet 8. Retrieved August 2, 2007. From http://www.nichcy.org/pubs/ factshe/fs8txt.htm.

38. References • NICHCY. (2004). Speech-Language Impairment Fact Sheet 11. Retrieved August 2, 2007. from http://www.nichcy.org/pubs/factshe/fs11txt.htm. • NICHCY. (2004). Visual Impairment Fact Sheet 13. Retrieved August 2, 2007. from http://www.nichcy.org/pubs/factshe/fs13txt.htm. • Osterreich, L. (2002). Children with disabilities or special needs. Retrieved August 2, 2007, from http://www.nncc.org/Diversity/divers.disable.special.html. • University of Colorado. (2007). Division of Student Affairs. Specific impairments and related classroom strategies. Retrieved August 2, 2007, from http://www.colorado.edu/disabilityservices/.html. • University of Washington. (n.d.). Other impairments. Retrieved August 7, 2007. from http://www.washington.edu/ doit/Faculty/Strategies/Disability/Other/. • West Virginia University. (2005). Strategies for teaching students with motor/orthopedic impairments. Retrieved August 6, 2007, from http://www.as.wvu.edu/ ~scidis/motor.html.