13 CATEGORIES IN SPECIAL EDUCATION

8. Hearing impairment

The term "hearing impairment" refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

9. Deaf blindness

Kids with a diagnosis of deaf blindness have both severe hearing and vision loss.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies.

11. Intellectual disability

Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills.

12. Traumatic brain injury

This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities

A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can't be met in a program designed for any one disability.

Teaching Strategies For Each Of The 13 Categories

1. Specific learning disability (SLD)

Target phonological skills. Consider teaching children phonemes (speech sounds), graphemes (letters that make up a sound such as 'ph'), morphemes (smallest part of a word that means something, such as 'cut in 'cutting?), and orthography - especially when students are in lower primary. For example, ask children to rearrange syllables to form a word, or write different word endings. The Literacy Teaching Toolkit on the Victorian State Government Education and Training website has more information on developing phonological awareness in children. Target comprehension.

2. Other Health Impairment

Provide extended time and simplify tasks. Assign seating close to the teacher. Post daily and weekly schedules. Provide structure and consistency. Allow use of assisted technology

3. Autism spectrum disorder (ASD)

Use a written or verbal schedule to prepare for change. Use positive and chronologically age-appropriate behavior procedures. Avoid "babying" your student on the spectrum by over-supporting his/her or speaking at a level associated with younger students. Consistent treatment and expectations from everyone are vital.

4. Emotional disturbance

Keep class rules/activities simple and clear. Reward positive behaviors. Allow for mini breaks. Fair treatment for all. Use motivational strategies.

5. Speech or language Impairment

Encourage and accept all forms of communication. Be conscious of your own communication style. Teach active listening skills. Give time to think and respond to questions. Use sound discrimination exercises. Help with sequencing and word order. Build vocabulary. Help build self-esteem.

6. Blind or Visual impairment

Provide a variety of hands-on, meaningful experiences. Children learn best through real-world experiences in which they can have a direct, first-hand understanding of something and not just a verbal explanation. Use words to label objects, people, and experiences that are appropriate to the child's developmental level. many opportunities for the child to explore and interact with a wide range of materials and real objects. This helps to compare size, shape, texture, and other attributes, while also helping the child to develop basic concepts and an understanding of same and different. Encourage daily purposeful, fun movement activities to build gross motor and fine motor abilities.

Teaching Strategies For Each Of The 13 Categories

7. Deafness

Speak naturally and clearly. Remember speaking louder won't help. Do not exaggerate your lip movements, but slowing down a little may help some students. Use facial expressions, gestures, and body language to help convey your message, but don't overdo it.

8. Hearing impairment

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. Use assistive listening devices such as induction loops if these are available in the lecture theatre. Ensure that any background noise is minimized.

9. Deaf blindness

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision, use assistive listening devices such as induction loops if these are available in the lecture theatre. Ensure that any background noise is minimized.

10. Orthopedic impairment

Seating arrangements to develop useful posture and movements. Instruction that is focused on development of gross and fine motor skills. Ensuring suitable augmentative communication and other assistive devices

11. Intellectual Disability

Using small steps. Modify teaching to be more hands-on. Think visual. Incorporate more physical learning experiences. Start a feedback book or chart Encourage music in the classroom. Provide visual stimulus.

12. Traumatic Brain Injury

Demonstrate new tasks, and provide examples, charts, and other graphic cues, when possible, to illustrate ideas and concepts. State instructions clearly and go over each step to make sure the student understands instructions.

MODIFICATIONS AND ACCOMMODATIONS WHAT IS THE DIFFERENCE?

Modifications change "what" is learned and therefore change the content of the gradespecific curriculum. An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes.

Common Modications

Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Adapt the way instruction is delivered to the learner. For example: Use different visual aids; plan more concrete examples; provide hands-on activities; place students in cooperative groups.

COMMON ACCOMMODATIONS

'Sign language interpreters for students who are deaf; computer text-to-speech computer-based systems for students with visual impairments or Dyslexia; extended time for students with fine motor limitations, visual impairments, or learning disabilities.

WHAT IS AN IEP?

AN IEP IS AN INDIVIDUALIZED EDUCATION PROGRAM THAT IS A LEGAL DOCUMENT UNDER UNITED STATES LAW THAT IS DEVELOPED FOR EACH PUBLIC SCHOOL CHILD IN THE U.S. WHO NEEDS SPECIAL EDUCATION. IT IS CREATED THROUGH A TEAM OF THE CHILD'S PARENTS AND DISTRICT PERSONNEL WHO ARE KNOWLEDGEABLE ABOUT THE CHILD'S NEEDS.

WHO IS ELIGIBLE FOR AN IEP?

IN ORDER FOR A CHILD TO QUALIFY FOR AN IEP, THERE MUST BE A NEGATIVE EDUCATIONAL IMPACT ON THE CHILD'S PERFORMANCE IN SCHOOL. THE DEFICITS RESULT IN THE NEED FOR SPECIALIZED INSTRUCTION/SPECIALLY DESIGNED INSTRUCTION

IEP PROCESS STEPS

◦ REFERRAL FOR SPECIAL EDUCATION EVALUATION.

◦ EVALUATING CHILD'S ELIGIBILITY FOR SPECIAL EDUCATION SERVICES.

◦ SCHEDULING THE IEP MEETING.

◦ DEVELOPING THE INITIAL IEP.

◦ PROVIDING SPECIAL EDUCATION AND

◦ RELATED SERVICES.

◦ MONITORING THE CHILD'S PROGRESS.

◦ REVIEWING THE CHILD'S IEP AND PERFORMING REEVALUATION AS NEEDED.

WHAT IS IDEA?

The Individuals with Disabilities Education Act is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act from 1975 to 1990.

WHAT IS A 504?

Section 504 of the Rehabilitation Act of 1973 is American legislation that guarantees certain rights to people with disabilities. It was one of the first U.S. federal civil rights laws offering protection for people with disabilities.

LEAST RESTRICTIVE ENVIRONMENT (LRE) MEANS THAT:

Any placement outside the general education classroom must be justified by the child's individual disability-related needs. Students must have meaningful access to same age peers without disabilities, when appropriate.

WHAT IS INCLUSION?

Inclusion involves supporting students with disabilities through individual learning goals, accommodations, and modifications so that they can access the general education curriculum (in the general education classroom) and be held to the same high expectations as their peers. inclusion in the classroom is providing access to the same routines and curriculum, encouraging participation of all students in activities done inside and outside the classroom, and holding all students up to the highest of standards regardless of a disability.

WHAT IS A BEHAVIOR INTERVENTION PLAN BIP?

Is a written improvement plan created for a student based on the outcome of the functional behavior assessment (FBA)? The FBA should identify what is maintaining or causing a challenging behavior, and the BIP specifies the actions to take to improve or replace the behavior.

WHO QUALIFIES FOR A BIP?

Any child having difficulty with behavior could have a BIP. They are intended to support children who have behaviors interfering with learning at school. If a child has an IEP or 504 plan, the team will decide if an FBA and BIP are needed. The BIP becomes a legal document and part of the IEP.

Functional Behavior Assessment (FBA)

A functional behavioral assessment (FBA) Is a process for gathering information about behaviors of concern, whether the behaviors are academic, social or emotional. Academic-related behaviors could be not completing homework assignments or class work.

Who can do a functional behavior analysis?

More than one type of person can perform an FBA. A person trained in the specific type of data collection and analysis should conduct the interviews and observations. Examples of people who can do an FBA are school psychologists, special education teachers, assistant principals, and principals.

WHAT TO KNOW ABOUT SECOND LANGUAGE LEARNERS?

POST THE DAILY SCHEDULE AND KEEP IT AS CONSTANT AS POSSIBLE.

USE SPECIFIC MORNING ROUTINES, SUCH AS LUNCH COUNT, TURNING IN HOMEWORK, PUTTING THINGS AWAY, MORNING GREETINGS, ECT.

KNOW AND INCLUDE THE STUDENT

MODIFY YOUR SPEECH

USE A THINK, PAIR, SHARE STRATEGY WHERE STUDENTS FIRST THINK ABOUT A QUESTION FOR THEMSELVES, THEN TALK ABOUT THE QUESTION WITH A PARTNER, AND FINALLY SHARE THEIR THOUGHTS WITH THE LARGER GROUP

ALLOW THE STUDENT TO TALK WITH SOMEONE ABOUT AN IDEA BEFORE WRITING TO ACTIVATE NEEDED IDEAS AND VOCABULARY.

How can you make the classroom inclusive and culturally appropriate?

Activate students' prior knowledge.

Make learning contextual.

Encourage students to leverage their cultural capital.

Reconsider your classroom setup. Build relationships. Tap into students. cultural capital. Incorporate popular culture.

Types Of Ell Programs

MULTI-MEDIA: WHAT TO USE WITH ENGLISH LANGUAGE LEARNERS WITH SPECIAL NEEDS?

Educational classrooms use multimedia formats from various media. Text and graphics include slideshows, presentations, diagrams and infographics. Audio includes podcasts and recordings. Screen captures, lecture captures, and animation are examples of video components of multimedia.

DOING WHAT'S RIGHT FOR YOUR FAMILY:

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Lean into old comforts. So, if you're struggling to help your child (or yourself!) process stress, it may be effective to do something that has worked in the past. Be social butterflies. You don't need to make a big production of it. Bringing your family together is a wonderful social interaction and is one of the best things your child has right now. Additionally, using the resources you do have to help your child connect with other people is beneficial as well. Take care of YOURSELF

We know how much you care about your child. We also know that as a parent, it's easy for your self-care to take a backseat. Remember, though, that creating space for yourself will better equip you to create space for others too. The important part is that you're there for yourself the way you are for your child. Have fun!

We know your routines have been upended and that your family's health and safety are at the top of your mind, as they should be. It's important, though, to give yourself and your family permission to let loose and have some fun.