Special Education Remediation

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Special Education Remediation by Mind Map: Special Education Remediation

1. Autism

1.1. …means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below

1.1.1. Autism Case Study

1.1.2. Teaching Accommodations for Autism

2. Deaf-blindness

2.1. means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

2.1.1. Teaching modifications and accommodations for Deaf-blindness

2.1.2. Case Study for deaf-blindness

2.1.3. Assistive technology for deaf-blindness

3. Deafness

3.1. means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

3.1.1. Case study for hearing impairment

3.1.2. Teaching strategies for hearing impairment

3.1.3. Assistive technology for deafness

4. Development Delay

4.1. for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development (IDEA, 2004).

4.1.1. Developmental Delay Case Study

4.1.2. Assistive technology for Developmental delay

5. Emotional disturbance

5.1. …means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

5.1.1. Assistive technology for emotional disturbance

6. Hearing impairment

6.1. means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”

6.1.1. Assistive technology for hearing impairment

7. Intellectual disability

7.1. means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. (Editor’s Note, February 2011: “Intellectual Disability” is a new term in IDEA. Until October 2010, the law used the term “mental retardation.” In October 2010, Rosa’s Law was signed into law by President Obama. Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition of the term itself did not change and is what has just been shown above. Back to top

7.1.1. Assistive technology for intellectual disability

8. Multiple disabilities

8.1. means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.

8.1.1. Assistive technology for multiple disabilities

9. Orthopedic impairments

9.1. means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that cause contractures).

9.1.1. Orthopedic impairments Case study

10. Other health impairments

10.1. means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

11. Specific learning disabilities

11.1. means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. Back to top

11.1.1. Learning Disabilities Case Studie

11.1.2. Assistive technology for learning disabilities

12. Speech or language impairments

12.1. means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.

12.1.1. Accommodation

13. Traumatic brain injury

13.1. means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information

13.1.1. Modifications & Accommodations 1)Altering environment to provide external devices and cues 2)external cues used to remind students include labels, maps checklists, pictures or icons, photograph cues, post-it-notes, calendars, planners, and journals. 3) a planer to compensate for memory loss 4) Check lists, feelings logs and other tracking information. 5)Typical alterations that allow students to participate at their level include providing carbon paper notes, large print books, books on tape, and graphic organizers (visual displays to organize information) (Afb.org, 2014)

14. Visual impairment, including blindness

14.1. ... means an impairment in vision that, even with correction, adversely affects a child' educational performance. The term includes both partial sight and blindness.

14.1.1. Classroom Accommodations for People with a Visual Impairment Lighting • Lighting is always a primary, never a secondary, consideration • Benefits of good lighting • More effective use of vision • Better concentration • Better posture and comfort • Less eye fatigue • Greater neatness, accuracy and achievement • Good lighting is not always bright lighting • Good lighting is not always more lighting • Factors to consider when making decisions about lighting • Amount • Location • Ability to control • Glare reduction • Different eye diseases require different levels of light • Position the student according to their visual condition and lighting needs • Avoid glare • Desk should not face the window • Teacher should not stand in front of a window • Position the television, closed captioned television or computer so it does not receive glare from the window or other lighting source • Cover glass doors on cabinets and metal surfaces • Remove glass from pictures • Pull shades or window covering • Use lampshades to control glare • Provide colored filters/acetates over light bulbs • Minimize glare from shinny surfaces, such as glossy paper, table tops, desk, floors, etc. by covering surfaces with dark, non-glossy cloth or construction paper. • Arrange desks and working areas so the light falls on the desk and working area without shadows • Position lamps directly above the task • Allow student to change their seat to obtain the best lighting • Plan for periodic adjustment of desk and working area to provide the best available light • Provide reading stands/slant board to maintain good posture and optimum use of lighting for near tasks • Replace light/lamp bulbs when dim or defective Environmental • Allow for flexible seating to accommodate for: • Lighting needs (time of day, sunny vs. cloudy day, amount of light coming in the window) • Being able to see (includes access to the chalkboard/white board) • Clean chalkboards/whiteboards frequently

14.1.2. Assistive technology for visual impairment