Physical Disabilities, Health Impairments, and ADHD
I. Definition and glossary of related terms Skyler
Definition- For this one, there are several definitions to consider. As the book notes, “Children with health conditions and physical disabilities who require special education are served under two IDEA categories: other health impairments (OHI) and orthopedic impairments.
Other health impairment 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—
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, or Tourette syndrome; and
Adversely affects academic performance. (20 USC §1401 [2004], 20 CFR §300.8[c][9])
A severe orthopedic impairment adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly (e.g., clubfoot, absence of some member, etc.), 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). (20 USC §1401 [2004], 20 CFR §300.8[c][8])”
Glossary (with definitions) of five related terms:
Neuromotor impairment- An impairment which involves the central nervous system, affecting the ability to move, use, feel, or control certain parts of the body.
Chronic conditions- A long-lasting, often permanent condition; contrast with acute.
Acute conditions- A serious state of illness or injury, but not permanent; contrast with chronic.
Epilepsy- A condition marked by chronic and repeated seizures, disturbances of movement, sensation, behavior, or consciousness caused by abnormal electrical activity in the brain (see generalized tonic-clonic seizure, complex partial seizure, simple partial seizure, and absence seizure). Can usually be controlled with medication, although the drugs may have undesirable side effects. May be temporary or lifelong.
Diabetes- A chronic disease in which the body does not produce or properly use insulin, a hormone needed to convert sugar, starches, and other food into energy (see type 1 diabetes).
Asthma- A respiratory condition characterized by recurrent episodes of wheezing, coughing, and difficulty breathing.
Cystic Fibrosis- A respiratory condition characterized by recurrent episodes of wheezing, coughing, and difficulty breathing.
Spina Bifida- A congenital malformation of the spine in which the vertebrae that normally protect the spine do not develop fully; may involve loss of sensation and severe muscle weakness in the lower part of the body.
II. At least 2 articles with your own summary abstract that addresses this disability Skyler + Austen
Article 1- Skyler
Citation: (Hamilton, N, J., & Astramovich, R. (2016). “Teaching strategies for students with ADHD: findings from the field.” Education, vol. 136, no. 4, 2016, p. 451+. Academic OneFile, Accessed 4 Apr. 2019.
Abstract: Research suggests that children with ADHD may experience a number of social, emotional, behavioral, and learning difficulties in the classroom setting. This particular study utilizes a case study approach to provide a detailed look into the experience of a child with ADHD in a fifth grade classroom. This analysis found that although the child displayed above-average intelligence, they were working below their potential. The authors of this paper posited that in addition to treatment using stimulant medication, teachers should implement learning opportunities for things such as peer relationships and conflict resolution, communication, and organization. By acknowledging that ADHD has profound impact across multiple domains, not just one’s ability to stay on task, teachers may employ more holistic interventions
Austen – article 1
Citation: DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice, 50(1), 35-42.
Abstract: The article suggests that most of the school related difficulties are mostly associated with ADHD. The article describes the effective school based intervention strategies that include modification to academic instructions, behavioral interventions and home-school communication programs. Among the overlooked treatment of ADHD patients is the urge to form partnerships among the school professionals to work in collaboration on the interventions for the children suffering from ADHD. The article also presents the approaches to developing an effective collaboration between the school psychologists and teachers. The school success of the students with ADHD can be optimized through the implementation of multiple treatment strategies applied through a consistent fashion across the school years.
Article 2- Austen
III. Impact on diverse populations, implications for classrooms and at least five suggested strategies for teachers to use in teaching students with a disability
Provide a description of the impact of this exceptionality on diverse populations. (E.g. over representation, different interventions, cultural implications):
Implications for classrooms: Most of the children suffering from ADHD have low memory and therefore have a tendency to forget and comprehend poorly compared to the normal kids. Due to this teachers should implement strategies that will enable the students be on the same level of understanding. Low memory affects the child’s performance in class due to poor comprehension and memory as the children suffer from inattention in class.
Five suggested strategies:
Establishing rules and routine for the students suffering from ADHD – The rules should include the input from the children whereby short and simple rules should be set. The rules should be stated in positive terms so that they are able to convey what the teacher wants the students to do.
Make classroom routines – The strategy will help the students with ADHD stay on task and therefore able to focus. For example writing the assignment on the board helps in making sure that the students are attentive as they write into details what is written in the board.
Providing appropriate supervision for the ADHD students- Students suffering from ADHD require more supervision that their peers due to the delay in maturity, inattention, disorganization and forgetfulness. It is import to pair the students with ADHD with peers who will remind them of the homework as well as classwork through student partners teaming up on a project. Another way is providing aids in class to help the students in remembering.
Reducing potential distractions- The teacher should make sure that the students who have the ADHD problem with focus near to the source of instructions to improve their attention by reducing barriers and distractions between the lessons.
The teacher should always prepare the student for transitions- Students with ADHD need to be reminded of what is expected in the next level.
Communication Disorders
I. Definition and glossary of related terms Austen
Definition- Communication disorders refers to the conditions that affect a person’s ability to detect, comprehend or apply language and speech in engaging in conversations effectively.
Glossary (with definitions) of five related terms:
Expressive language disorder- A communication disorder that is characterized by developmental delays and speaking problems.
Social communication disorder- A type of communication disorder that is characterized by trouble in communication for both verbal and non-verbal communication.
Mixed receptive-expressive language disorder- A communication disorder that is characterized by developmental delays in children as well as the problems of understanding the spoken language and speaking.
Speech-sound disorder- It is a type of communication disorder that makes it hard for child to express themselves clearly after a certain age.
Child-onset fluency disorder- It is a communication disorder also known as stuttering. It initiates in childhood and has the possibility of lasting throughout a person’s life.
II. At least 2 articles with your own summary abstract that addresses this disability Skyler+AustenArticle 1-Skyler
Citation: Van Kleeck, A. Gillam, R., McFadden, T.U. (1998). A Study Of Classroom-Based Phonological Awareness Training For Preschoolers With Speech And/Or Language Disorders. American Journal of Speech-Language Pathology, Vol. 7, (Aug. 1998) pp. 65-76.
Abstract: While this study is a bit older, it still offers presently valid and important information regarding the implementation of phonological awareness in children with speech and language disorders. This particular paper looks at the effects of implementing a 9-month phonological awareness intervention for preschoolers with speech and language disorders. An older group of children who did not receive the treatment served as the control group for this study, accounting for both maturation and the lack of placement in the experimental intervention group. Results of this intervention indicated that children with speech and language disorders placed in the experimental group demonstrated significant improvements in rhyming and phoneme awareness, skills which prove useful in literacy centered activities such as speaking, reading, and writing.
Article 1- Austen
Citation: Ginn, N. C., Clionsky, L. N., Eyberg, S. M., Warner-Metzger, C., & Abner, J. P. (2017). Child-directed interaction training for young children with autism spectrum disorders: Parent and child outcomes. Journal of Clinical Child & Adolescent Psychology, 46(1), 101-109.
Abstract: The study examines the efficacy of the child Directed Interaction Training (CDIT) phase of parents-child interaction therapy for children with an Autism Spectrum Disorder (ASD). Following manualized CDIT, statistically significant and meaningful improvements in child disruptive behavior and social awareness as well as maternal distress associated with child disruptive behavior occurred. Across the 8 sessions, mothers learned to provide positive attention to their children’s appropriate social and play behaviors. Both the parent and child changes were maintained at 6 weeks follow-up. A relatively brief, accessible and time limited interventions may be efficacious for improving the child and parent behaviors in families of young children. By decreasing, child disruptive behaviors, CDIT may also help to prepare children to benefit further from future interventions.
Article 2- (citation and abstract)
III. Impact on diverse populations, implications for classrooms and at least five suggested strategies for teachers to use in teaching students with a disability
Provide a description of the impact of this exceptionality on diverse populations. (e.g. over representation, different interventions, cultural implications):Skyler
Implications for classrooms: Students with speech/oral language problems, for example, often also ending up needing remedial services for reading. This means that it is especially important to make sure schools have early intervention efforts in place to ensure that children are getting the help and resources they need before problems begin to compound. By nature, communication disorders make communication difficult, so it is crucial that these barriers be approached carefully and with empirically based methodologies.
Prevalence: In the 2012 to 2013 school year, about 1,356,000 children ages 6 to 21 years received special education and related services under the IDEA’s disability category “speech or language impairment” (U.S. Department of Education, 2014). With this said, however, it should also be noted that “the number of children with speech and language impairments is much higher than the number of children who receive services under the speech or language impairment category. Approximately 50% of children who receive special education services because of another primary disability (e.g., intellectual disabilities, learning disabilities, hearing impairments) also have communication disorders (Hall et al., 2001).”
Five suggested strategies:
Have the child work with a speech-language pathologist, these are trained professionals whose job is to work with the child to correct speech and language problems or help the child reach their maximum communicative potential.
For children who stutter, take up strategies such as speaking in a calm, unhurried style. Calm, steady speech will have a more positive effect on the student than telling her to “slow down” or “relax.”, create silences in your interactions, and pause at appropriate places.
For children with voice disorders, knowledge of behavior modification may be used to help the child if their disorder is due to misuse. Teaching behavioral monitoring can be useful here.
Children with language disorders may benefit from “reading” pictures to enhance their language skills. In this case, teachers would use a storyboard or songboard with pictures illustrating language and removes them as they tell the story or point to them while singing a line.
For completely non-verbal children, it may be useful to use a technique such as PECS which teaches users to request motivating items and activities by giving a picture to a communicative partner. From here children can progress to more complex requests and language tasks.
Gifted and Talented
I. Definition and glossary of related terms Skyler
Definitions-
Marland definition- [T]he term “gifted and talented children” means children, and whenever applicable, youth, who are identified at the preschool, elementary, or secondary level as possessing demonstrated or potential high performance capabilities in areas such as intellectual, creative, specific academic, or leadership ability or in the performing and visual arts and who by reason thereof require services or activities not ordinarily provided by the school . . . . [G]ifted and talented will encompass a minimum of 3 to 5 percent of the school population (p. 5).
Current federal definition- Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities (P.L. 107-110 (Title IX, Part A, Definition 22)(2002); 20 USC 7801(22)(2004)).
NAGC definition- those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports) (p. 1; NAGC, 2010).
Glossary (with definitions) of five related terms:
Asynchrony-A term used to describe the disparate rates of intellectual, emotional, and physical growth or development characteristic of many gifted and talented children.
Twice exceptional-Term used to describe an individual who is gifted and also has a disability.
Differentiation-A broad term referring to tailoring teaching environments, curricula, and instructional practices to create appropriately different learning experiences for students with different needs, interests, readiness, and learning profiles (Tomlinson, 2011, 2014).
Acceleration-An educational approach that provides a child with learning experiences usually given to older children; most often used with gifted and talented children.
Curriculum compacting- Strategy for differentiating curriculum for gifted and talented students by replacing content that students have already mastered with more challenging material.
Enrichment- An educational approach that provides a child with extra learning experiences that the standard curriculum would not normally include. Most often used with gifted and talented children.
II. At least 2 articles with your own summary abstract that addresses this disability Skyler Austen
Article 1- Skyler
Citation- Van Boxtel, J. M. (2016). REASON: A Self-Instruction Strategy for Twice-Exceptional Learners Struggling With Common Core Mathematics. TEACHING Exceptional Children, 49(1), 66–73.
Abstract- Twice exceptional students, those who are gifted and also have a disability can encounter unique challenges in school settings. This particular article I’ve chosen opens up and follows the anecdote of a gifted math student who also has autism spectrum Disorder. While this student does exceptionally well in solving word problems on his own, he often struggles when instructed to solve the problem and then explain how he solved it to his classmates. The author goes on to explain the potential efficacy of REASON, a self-regulation mnemonic strategy which may be used to scaffold the reasoning process in this case. This mnemonic includes the steps Read the problem twice, Express the problem: translate it into an equation or picture, Answer the problem: solve, Share/state the steps you followed, Offer an explanation of why you did it that way, and finally, Notice how a peer solved it and compare. By following these steps it may be possible for the 2e learner to scaffold his approach to sharing how he got his answer when prompted to collaborate with his classmates.
Article 1- Austen
Citation: Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality, 10(2), 113-125.
Abstract: The article talks about why the talented students underperform. Unfortunately, there is no panacea for how to reverse underachievement in students whose talents are demonstrated in diverse ways. Some of the high potential students with special needs are more likely to experience underachievement as the efforts to address their needs may focus more on remediation of difficulties and less on development of strength and talent. It is important for the educators to differentiate between the issues related to the academic motivation and the special needs that are related to students’ disabilities that may have be unrecognized by many classroom teachers.
Article 2- (citation and abstract)
III. Impact on diverse populations, implications for classrooms and at least five suggested strategies for teachers to use in teaching students with a disability
Provide a description of the impact of this exceptionality on diverse populations. (E.g. over representation, different interventions, cultural implications): Austen
Implications for classrooms: Gifted and talented students are special in that they are always ahead of their peers. Since they are not in the same level with the rest of the students and this is the reason to why they pose a major challenge to the teachers. Talented and gifted students need to be treated differently as they possess a high achievement ability. They are therefore at times separated from the normal education system since they are far much ahead of the rest of the students. It is estimated that there are approximately 3 million academically gifted children in the US in the grades K-12 making up to 6% of the student population.
Five suggested strategies: Various strategies can be used to teach the gifted and talented students.
Offer the most difficult first- The gifted students don’t need to do 20 problems in math for them to understand but may only need 5 most difficult to master as this is the only way to cope up with the talented students.
Pre-test for volunteers – As a way to motivate the talented students, the teacher may provide examples in the session leaving the students to test with the rest. The teacher should provide the students with an opportunity to test themselves so that they do away with the homework.
Speak to student interests- Teachers should consult with the talented students so that they may know what they want. The teacher should not force the gifted students to do what they don’t want to as this will result into confusion.
Allow the students to work together- The teacher should recommend the students to work as a joint so that they are able to overcome the challenges and at the same time encourage the spirit of teamwork.
Low-Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury
I. Definition and glossary of related terms Austen
Definition- Low-incidence disabilities refers to the severe disabling condition that has an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. Some of the severe disabling conditions are the hearing impairments, vision impairments and severe orthopedic impairments.
Glossary (with definitions) of five related terms:
Traumatic brain injury – It is a non-degenerative injury to the brain that results from an external mechanical force and may lead to a permanent or temporary impairment of cognitive, psychosocial and physical functions with an associated state of consciousness.
Deaf blindness- Refers to the concomitant hearing and visual impairments, a combination that results to such severe communication and other developmental and educational needs that cannot be accommodated in special education programs for children with blindness or deafness.
Multiple disabilities – Refers to the concomitant impairments that include mental retardation-orthopedic impairments and mental retardation-blindness. The combination results to severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.
Hard of hearing – Refers to an individual who has a mild-to- moderate hearing loss and who may communicate through spoken language, sign language or both.
Visual impairment – Refers to the decreased ability to see to a degree that causes problems that cannot be fixed by usual means such as wearing glasses.
II. At least 2 articles with your own summary abstract that addresses this disability Skyler+AustenArticle 1- Skyler
Citation- Matthew, L.D., and Frye, T.M. (2017). “Students with Deaf-Blindness Participating in Recess.” Vahperd Journal, vol. 38, no. 1, 2017, p. 18+.
Abstract- Research over the past several decades has strengthened the belief that the least restrictive environment for a child with disabilities and being included with peers as frequently as possible is optimal for social/emotional development and also may produce more favorable educational outcomes. Children with Deaf-Blindness face many unique challenges and little research has been conducted due to difficulties establishing an accurate count. This particular article focuses on the importance of maximum inclusivity for these children and pushes for adaptation of activities to include deaf-blind children if at all possible during recess to provide aspects of the important social stimulation that all children need.
Article 1- Austen
Citation: Ludlow, B. L., Conner, D., & Schechter, J. (2005). Low incidence disabilities and personnel preparation for rural areas: Current status and future trends. Rural Special Education Quarterly, 24(3), 15-24.
Abstract: The article talks about personnel required to handle the students with low incidence disabilities in schools. The article claims that the shortages of the special education personnel are nowhere more severe than in low incidence disabilities in rural schools. It presents the results of a national study that identified shortage estimates, personal preparation programs, state certification programs and the distance delivery mechanisms and examines the relationship among the data to assess the state of shortages of the special educators in the areas of vision impairments, severe disabilities, hearing impairments and early intervention. The authors of the article outlines the current issues and future trends in the preparation of personnel in low incidence disabilities for rural areas.
Article 2- (citation and abstract)
III. Impact on diverse populations, implications for classrooms and at least five suggested strategies for teachers to use in teaching students with a disability
Provide a description of the impact of this exceptionality on diverse populations. (e.g. over representation, different interventions, cultural implications): Skyler
Due to the lack of a universal definition of severe disabilities and the nuances of census data involving children with severe/multiple disabilities, prevalence can be difficult to establish accurately. Estimates of school-age children with severe disabilities ranges from .1%-1% an approximately 133,000 children received special education under the IDEA disability category of multiple disabilities. Similarly, Deaf-Blindness is also very low incidence. A 2014 census counted 9,454 children birth-18 with deaf-blindness. Many children who are deaf-blind receive services under other disability categories. TBI is the leading cause of death in children and is the most common acquired disability as of 26,000 children received children under this category.
Implications for classrooms:
In many cases, it is up to the IEP team to evaluate what skills the individual is going to need most moving forward in life. The IEP team should be realistic about goals, but make sure to think critically about the environment of the student moving forward and establish a plan accordingly. Functionality in the student’s environment should be among the first questions when teaching new skills, and age-appropriateness should be considered as well. By making sure new skills are age appropriate, you encourage integration to the highest degree possible.
Five suggested strategies:
Evaluate the student’s future environment and attempt to teach skills which will be most functional.
Emphasize skills such as communication highly, as this is immensely important skills for one to have no matter what environment they are in.
Work self-care skills into IEP goals.
NEVER assume that a child does not benefit from literacy training, children communicating on a presymbolic level benefit from instruction in literacy skills.
Make choice-making an important part of curriculum.
