CAC 41116 Legal Considerations Individuals with Disabilities Education Act IDEA defines the 13 eligibility categories of special education In order to qualify for special education the IEP team must determine that a child qualifies under one of the follow areas ID: 775471
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Slide1
Areas of Eligibility and Learning Styles
CAC
4-11-16
Slide2Legal Considerations
Individuals with Disabilities Education Act (IDEA) defines the 13 eligibility categories of special education. In order to qualify for special education, the IEP team must determine that a child qualifies under one of the follow areas:
Slide313 Disabilities as Defined by IDEA
AutismBlindnessDeafnessEmotional DisturbanceHearing ImpairmentIntellectual DisabilityMultiple DisabilitiesOrthopedic ImpairmentOther Health Impaired
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment
Slide4Overview of Each Category Will Include:
Definition as found in IDEA
Characteristics of the disability
Potential impact of that disability on curriculum and instruction
Teaching strategies
Slide5Autism Defined
Refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction…”
Autism Spectrum Disorder (ASD) “spectrum” is used since disorders can range from mild to severe
Slide6Characteristics of Autism
A neurological disorder
Cognitive abilities range from gifted to cognitively delayed
Uneven profile/splinter skills
Usually identified in the first three years of life
4:1 male to female ratio
Slide7Impact of Autism in the Classroom
Student may:
Perseverate on a topic
Appear to not be paying attention
Call out answers
Struggles to attend to task
Have limited interests
Have interfering behaviors
Slide8Impact of Autism in the Classroom
Student may:
Have difficulty sharing/taking turns
Have difficulty with noise or visual stimuli
Not understand the big picture
Struggle with transitions or change to routine
Slide9Impact of Autism in the Classroom
Student may:
Fidget, rock, flap, stim
Run from stressful situations
Not understand abstract concepts
Lack reciprocal communication skills
Not understand non-verbal cues, jargon or slang terms
Slide10Impact of Autism in the Classroom
Student may:
Have difficulty with volume control, cadence, intonation
Use echolalia, rote phrases or scripts
Use large vocabulary, but not understand
Be non-verbal
Slide11Deaf-Blindness Defined
“concomitant (simultaneous) hearing and visual impairments, the combination of which causes such severe communication and other development and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness”
Slide12Characteristics of Deaf-Blindness
A student who falls into this eligibility category has any combination of vision and hearing loss; not necessarily complete deafness and/or complete blindness
Wide range of cognitive and developmental abilities
Slide13Impact of Deaf-Blindness in the Classroom
Information must be introduced deliberately and systematically
Many individuals utilize the service of Support Service Provider (SSP)
Slide14Deafness Defined
As defined by IDEA “ a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.”
Slide15Characteristics of Deafness
May also have difficulty with speech, reading and writing skills
May use speech, lip reading, hearing aids/ and or other amplification system
American Sign Language (ASL) may be their first language and English may be their second
Slide16Impact of Deafness in the Classroom
Seating, being in view of teacher
Written supplements to oral instruction
Visual aides/clues
Make sure you have the student’s attention prior to speaking
May have difficulties with social/emotional or interpersonal skills
Slide17Impact of Deafness in the Classroom
Will usually exhibit some form of articulation difficulty
Can become frustrated and may have behavioral concerns
The use of hearing devices DOES NOT return a child’s hearing to normal
May benefit from small group instruction
Slide18Emotional Disturbance (ED) Defined
A condition exhibiting one or more of the following over a long period and to a marked degree that adversely affect a child’s educational performance:
An inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers or teachers
Inappropriate types of behavior or feelings under normal circumstances
Slide19Emotional Disturbance, Continued:
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal or school problems
Slide20Emotional Disturbance Characteristics
Hyperactivity
Aggression or self-injurious behavior
Withdrawal
Immaturity
Learning difficulties
Slide21Impact of ED in the Classroom
Inability to exhibit appropriate behavior under ordinary circumstances
Inability to maintain relationships
Inappropriate affect such as depression or anxiety
Inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties
Slide22Specific Learning Disability (SLD) Defined
As defined by IDEA, 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, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and development aphasia.”
Slide23Characteristics of Specific Learning Disability (SLD)
May Impact
Reading
Writing
Oral Language
Math
Study Skills
Slide24Impact of SLD in the Classroom
Slower reading rate
Frequent spelling errors
Difficulty copying
Difficulty memorizing basic facts
Difficulty describing events
Difficulty interpreting subtle messages
Slide25Visual Impairment (VI) Defined
Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a student’s education performance. The term includes both partial sight and blindness.
Slide26Visual Impairment Characteristics
Clumsiness
Spatial positioning
Short attention span
Sensitivity to bright light
Poor eye and hand coordination
Poor academic performance
Slide27Impact of VI in the Classroom
Slower reading rate
Frequent spelling errors
Difficulty copying
Auditory information preferred
Slide28Hard of Hearing (HH) Defined
Hearing impairment means an impairment in hearing, whether permanent of fluctuating, that adversely affects a student’s educational performance but that is not included under the definition of deafness in this section
Slide29Hard of Hearing Characteristics
Articulation difficulties
Language delays
Easily frustrated
Difficulty with oral expression
Difficulty with social/emotional skills
Often follows others, but rarely leads
Slide30Impact of HH in the Classroom
May wear hearing aids
May use FM systems
May read lips or use ASL
May need a quiet environment to be successful
Use as many visuals as possible
Be mindful of your rate of speech and enunciation
Slide31Intellectual Disability (ID) Defined
Intellectual disability means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a student’s educational performance.
Slide32Intellectual Disability Characteristics
Struggle with overall academics
Struggle with attention
Struggle with memory
Struggle to make generalizations
Trouble interacting socially
Slide33Impact of ID in the Classroom
Student may:
Mot be working on grade level materials
Not understand social norms
Struggle with problem solving across all areas (academic as well as functional living skills)
Slide34Multiple Disabilities (MD) Defined
Multiple disabilities means concomitant (simultaneous) impairments, such as intellectual disability-orthopedic impairment, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness
Slide35Multiple Disability Characteristics
Hampered speech and communication skills
Challenges with mobility
Need assistance with everyday tasks
Students usually has medical needs
Slide36Impact of MD In the Classroom
Medical needs
Cognitive level
Multiple services
Alternate communication methods
Alternate curriculum materials
Slide37Orthopedic Impairment (OI) Defined
Orthopedic impairment means a severe orthopedic impairment that adversely affects a student’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by a disease ( e.g. poliomyelitis, bone tuberculosis), and impairments from other causes (e.g. cerebral palsy, amputations, and fractures or burns that cause contractures.)
Slide38Orthopedic Impairment Characterisitics
It is difficult or perhaps impossible to generalize the characteristics of a student who qualifies under OL. For example, a child with spinal cord injury could have immobility limited to one side of his or her body, just the arms or legs, or total paralysis. A child with cerebral palsy may have movement but need a wheelchair since walking may be difficult.
Slide39Impact of OI in the Classroom
May have no cognitive concerns
If appropriate student may be integrated into the general education setting all the time
May use assistive technology
Slide40Other Health Impairment (OHI) Defined
Other health impairment is having limited strength, vitality, or 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, and Tourette syndrome; AND
Adversely affects a student’s educational performance
Slide41Other Health Impairment (OHI) Characteristics
Fatigue
Mobility Issues
Issues around attention
Coordination difficulties
Muscles weakness
Lack of stamina
Inability to concentrate
Slide42Impact of OHI in the Classroom
May not be able to attend to a task for extended periods of time
Poor physical awareness
Handwriting
Organizational concerns
Gross or fine motor concerns
Slide43Speech or Language Impairment (SLI) Defined
A student has a language or speech disorder once it is determined that the student’s disorder meets one or more of the following criteria:
Articulation disorder
Abnormal voice
Fluency disorder
Language disorder
Slide44Speech or Language Impairment (SLI) Characteristics
Tend to emerge at a young age
May have difficulties with comprehension
May have difficulties being understood
May have difficulty expressing needs, ideas or information
May struggle with social interactions
Slide45Impact of SLI in the classroom
Capitalize on student’s strength as much as possible
Avoid correcting speech difficulties
Work closely with speech/language pathologist to support the student
Slide46Traumatic Brain Injury (TBI) Defined
Traumatic brain injury 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 student’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in ore or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgement; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech
Slide47Traumatic Brain Injury (TBI) Characteristics
Memory concerns
Social skill concerns
Emotional regulation concerns
Attention concerns
Speech and language concerns
Physical concerns
Slide48Impact of TBI in the Classroom
May struggle to process visual information
May struggle to follow multi-step directions
May struggle to communicate
May have difficulty with grade level work
May struggle with logic, problem solving and reasoning skills
Slide49Teaching Strategies
Now that we have reviewed the 13 eligibility categories specified in IDEA how do we best teach and support the students we work with?
Slide50Teaching Strategies: Good for all curriculum areas
Accommodations vs Modification
IEP at a glance
Strength-based learning strategies
Scaffolded
learning
Slide51Teaching Strategies: Specific to Language Arts
Build comprehension
Visualize
Use index cards
Read aloud/listening centers
Use sequencing strategies
Teach how to use post-it flags
Verbalize to a partner
Slide52Teaching Strategies: Specific to Language Arts
Fluency
Model fluency
Opportunities to practice without other students
Build sight word automaticity
Echo reading
Repeated reading
Slide53Teaching Strategies: Specific to Math
Use visuals, give examples and create a resource packet
Write the problem for the student
Fold paper into smaller sections
Reduce the number of problems
Use technology