An overview of Disabilities, common characteristics, and helpful hints

From: Johns, B & Crowley, EP (2005).Students with Disabilities and General Education: A desktop Reference for School Personnel. Horsham, PA: LRP Publications. Chapter 7.

IDEA definition of specific learning disability:

A disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.

Learning disabilities include

Perceptual

disabilities Brain injury Minimal brain dysfunction Dyslexia Developmental aphasia

Learning disabilities do not include:

Visual

Hearing
Motor

disabilities Mental retardation Emotional disturbance Environmental, cultural, or economic disadvantage

Learning disabilities are not

Synonymous

with low achievers Mild disabilities, and they are lifelong Fixable and short term

Some characteristics of children with learning disabilities

Student learns a skill in a different way or at a different pace Student has difficulty processing information in particular ways Student has difficulty storing information either short term or long term Student has difficulty in the perception of information (letter or number reversal) Student has difficulty perceiving social situations (sees them differently)

What a teacher can do for students with learning disabilities

Learn about the child and the learning disability Use multiple learning styles and multiple forms of communicating instructions Avoid lengthy directions Use strategies to help students remember Break down tasks into smaller steps Provide additional time for schoolwork and tests Allow the student with reading problems to use textbooks on tape or similar devices Allow the student with listening difficulties to borrow notes or use a tape recorder Allow the student with writing difficulties to use a computer with spell check, grammar checks, or speech recognition Teach organizational and study skills

Speech or language disability defined:

Communication

disorder, like stuttering, impaired articulation, language impairment or voice impairment

Characteristics of speech or language disability

Mispronouncing

words Voice disorder, including abnormal pits, loudness or voice quality Fluency disorder, pauses, hesitations, repetitions Stutter Reluctance to speak

syllables or whole

What the teacher can do for speech and language disorders

Work closely with speech therapist Minimize the pressure to perform verbally and reduce students anxiety Use nonverbal listening skills such as eye contact and facial expressions Let the student finish talking Dont finish the students sentences Do not allow other students to make fun of the student Provide positive feedback for all communication efforts

Emotional disturbance defined

Inability to learn or maintain satisfactory interpersonal relationships that can not be explained otherwise Inappropriate behavior or feelings under normal circumstances Mood of unhappiness or depression Develops physical symptoms or fears associated with personal or school problems Schizophrenia Does not apply to students who are maladjusted, unless they have an emotional disturbance.

Provide positive recognition for appropriate behavior Set clear limits so student knows what is expected Provide posted rules/expectations and teach the student what they mean and provide reminders Follow the students behavioral intervention plan (IEP) Develop a non-verbal cueing system to assist the student Provide assigned seating Start each day newdont hold grudges

What the teacher can do for students with Emotional disturbances

Autism defined
Developmental

disability that affects verbal and nonverbal communication and social interaction before age 3.

Characteristics of students with autism

Student may have a range in degree of intellectual functioning and any adverse effect on educational performance Significant communication/language/ interpersonal skill deficits Self stimulate (rocking, hitting self) Inappropriate emotions Becomes upset with routine or environmental changes Becomes frustrated when over-stimulated

What the teacher can do for students with autism

Prepare

the child for change in environment or routine Avoid too much stimulation and a high noise level Break down directions into very small steps Provide multiple opportunities for appropriate repetitive movements

Other Health impairments defined

Having limited strength, vitality or alertness due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia

Characteristics of students with other health impairments:

Difficulty staying on task or paying attention to important aspect for a long period of time Impulsive Need to move around frequently Easily distracted Problems breathing Easily infected Energetic Difficulty paying attention when not feeling well

What the teacher can do for students with other health impairments

Provide many opportunities for movement Keep lecture and written activities short Use visuals during teaching centered activities Provide fidgets (ball, paperclip) Provide positive reinforcement Provide organizers away from desk for items student is not currently using Use timers Use highlighters to color code instructions and key parts of assignments

What the teacher can do regarding other health impairments

Learn

about the health disability Follow physicians instructions regarding level of activity Work with school dietician regarding dietary restrictions Watch for changes in behavior or unusual lethargy

Mental retardation defined

Sub-average

general intellectual functioning with deficits in adaptive behavior

Characteristics of students with mental retardation

Student

learns at a slower rate Student will have difficulty grasping abstract concepts Student may not remember directions he or she is given

What the teacher can do for students with mental retardation

Provide

rate Provide concrete directions Repeat directions as much as possible Provide reinforcement for rote material learned

new information at a slower

Traumatic brain injury

An

acquired injury caused by physical force resulting in total or partial functional disability or psychosocial impairment

Characteristics of students with traumatic brain injury

Reduced

stamina Seizures/headaches Hearing/vision problems Easily confused Mood swings and problems with social skills

What the teacher can do for students with traumatic brain injuries
Talk with administrator/parent to find the extent of the injury Avoid an unstructured daily routine Keep directions simple and concrete Plan ahead for specific activities Be clear on rules and review them frequently Document any unusual circumstances of changes in behavior

Hearing impairment defined

Impairment

of hearing severe enough to adversely affect a childs educational performance, whether permanent or fluctuating

Characteristics of a student who is hearing impaired

Uses

gestures Hearing aides Sign language May write on paper or refuse to write on paper if feels inadequate Isolation due to communication barriers Unintentional noises

What the teacher can do for a student who is hearing impaired

Minimize background noise Face the student when giving instruction Use an overhead or power point so you can face the class while instructing Teachers mouth should be fully visible when speaking Stand in areas without bright backlighting Maximize visual and tactile access Use advance organizers

Deafness defined
Hearing

impairment so severe that student can not process linguistic information through hearing, with or without amplification

Characteristics of deafness
Student

may talk very loudly Student may feel isolated due to communication barriers Student may use gestures Student may use an interpreter

What the teacher can do for a student who is deaf

Address

the child, not the interpreter Increase wait time during lecture Meet regularly with the interpreter to assess the communication services Learn a few signs for vocabulary frequently used in the classroom

Visual impairment defined

Includes

blindness, but can include partial or complete blindness Some visual impairments may be corrected with glasses

What the teacher can do for students with visual impairments

Provide extra time to complete a task Provide verbal descriptions Help implement an IEP team decision to provide services necessary Provide assistance in the students orientation to the classroom and around the building Talk about where things are Dont lead the student; teacher hand at students elbow may be enough Remind sighted students/adults to identify themselves by name Describe objects when referring to them Dont leave student standing or waiting along in an open space Do not move things in classroom without notifying student

Deaf-blindness defined
Hearing

and visual impairments Cause communication and other developmental/educational needs

Characteristics of students with deaf-blindness

Demonstrates serious impairments and growing diversity of impairments Significant medical complications Self-stimulating behaviors (rocking) Easily aroused (frustration, self-abusive, aggressive, withdrawn) Lack of responsiveness Own interests and signaling methods Vulnerable to stress

What the teacher can do for students who are deaf-blind

Teach

systematically what nonimpaired students learn Increase the length of time to master daily classroom objectives Establish sensitivity and awareness Mutual attention Respond to students signals Keep classroom emotions positive

Orthopedic impairment defined

Clubfoot,

absence of an appendage Polio-myelitis, bone tuberculosis Cerebral palsy, amputations, fractures or burns

Characteristics of students with orthopedic impairments

Unable

to coordinate body movement Muscles may weaken and degenerate Nerve control and lack of feeling Painful movement

Avoid barriers in the classroom Plan accommodations ahead of time Provide extra time for movement and transitions Treat student with respect Provide assistance as needed Monitor safety and health Meet with building administrator regarding specific medical emergency plan

What the teacher can do for students with orthopedic impairments

Multiple disabilities defined

Combination Teacher

of disabilities

should try to find out as much as possible about the multiple disabilities

General words of advice

Stay

informed of changes

Changes in medication Behavioral changes Academic changes

Talk

with parents and let them know of any academic or behavioral changes in their student in response to any changes in medication