A Focus on Incidence When the issue at hand for students with disabilities centers on the provision of services in local schools the availability of qualified personnel and the technical sophistication of necessary resources must be carefully considered In order to provide students with disabi ID: 546561
Download Presentation The PPT/PDF document "Students with Low Incidence Disabilities" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Students with Low Incidence DisabilitiesSlide2
A Focus on Incidence
When
the issue at hand for students with disabilities centers on the provision of services in local schools, the availability of qualified personnel and the technical sophistication of necessary resources must be carefully considered. In order to provide students with disabilities with a free and appropriate public education, it is useful to classify learners in terms of
incidence
, or how many students with any particular disability or combination of disabilities reside in a community. Under such a system, students with the most commonly-seen disabilities may be more appropriately served by local public schools while students with relatively rare disabilities may not find adequate resources or highly qualified personnel.
High-incidence
disabilities include
—
communication disorders (speech and language impairments)
specific learning disabilities (including attention deficit hyperactivity disorder [ADHD])
mild/moderate mental retardation
emotional or behavioral disordersSlide3
Low Incidence Disabilities
Low-incidence
disabilities include—
Blindness
low vision
deafnesshard-of-hearingdeaf-blindnessserious physical impairment
None of the disabilities listed under low-incidence disabilities generally exceed 1% of the school-aged population at any given time. The relative rarity of students with these disabilities in public schools often poses significant challenges for local schools struggling to meet their needs. Since they encounter these students so infrequently, most local schools have little if any knowledge of how to best educate these students, of what technologies are available to assist them, and of how to obtain needed and appropriate support services from outside agencies. All students with low-incidence disabilities thus experience a commonality: they are difficult to serve in current local public school programs.National Center on Assessable Instructional Materialshttp://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.VEVuNfnF91Y
Complex health issues
Multiple disability
Autism
Significant developmental delaySlide4
Percent of Children with Disabilities Ages 3-21
Disability
Category
CWDs(IDEA),
Ages 3-5
State (%)
CWDs (IDEA)Ages 3-5Nation (%)CWDs (IDEA)Ages 6-21State (%)
CWDs (IDEA)
Ages 6-21
Nation
(%)All Disabilities100100100100Autism4.86.96.67.2Specific Learning Disability0.31.244.341.5Speech or Language Impairment46.945.918.218.9Hearing Impairment1.21.31.41.2OrthopedicImpairment0.81.00.61.0Visual Impairment0.30.50.40.5
(Data Source:http://www.ideadata.org).Slide5
Levels of Service
IEP/ 504 plans
Residential placement: ISD/ISVI
Resource
ItinerantSlide6
What is an Itinerant Teacher?
Certified teacher
Travels to the students
Can serve
multiple districts
Ages 3-22
Multi-needs to gifted
Direct and consult services
S
upport to students, families and staff
Technology support at school and homeSlide7
Student/Staff Services
Direct
Teach how to use needed equipment
Self-Advocacy/Independence
Skill development
Compensatory strategiesTest administrationObservationsConsult
Adapt curriculumInstructional StrategiesAccommodationsEquipment use/trainingEnvironmentSafety/Emergency plansObservationsTeam meetingsSlide8
Role of the Vision Itinerant
Interprets ocular information
Explains educational implications/impact
Provides Braille instruction when appropriate
Provides adaptive equipment
Trains staff to adapts classroom materials
Adapts materials
Refer for O&M Assessments
Low-vision clinic
Connects staff/families/students to outside resources
Transition planning Slide9
Role of the Hearing Itinerant
Interprets
audiological
information
Explains educational implications/impact
Provides FM systems/cords
In-services staff
Recommends accommodations
Connects staff/families/students to outside resources
Transition planningSlide10
Role of the
Orthopedic
Itinerant
Describes the student’s impairment
Explains
educational implications/
impactCollaborates with regular education teacher and special education staff
Develops fire/safety plans
Suggests accessibility ideas to adapt the
learning
environmentProvides assistance with implementation of health care plansTrains students and staff on technologyProvides resources to students, staff, and parentsFacilitates self advocacy and independenceTransition planningSlide11
Qualifying for Vision Services
A visual impairment refers to “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.” (IDEA, 1997)Slide12
Vision Criteria
20/70 or less after correction
Restricted field of vision
Progressive and/or permanent eye conditions
Temporary eye conditions
Medically diagnosed cortical visual impairmentSlide13
Eligibility for Hearing
“
Deafness
means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance.
” (IDEA, 2004) Slide14
Eligibility for Hearing
“
Hearing impairment
means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section
” (IDEA, 2004) Slide15
Hearing Criteria
Permanent or fluctuating hearing loss in one or both ears
Adverse academic effect
Equipment or in-servicing of staff neededSlide16
Orthopedic Criteria
The student must have a medical diagnosis. For example:
Heart condition
Cerebral
palsy
Amputations
Muscular DystrophyAtaxiaDystonia
Spina Bifida
Juvenile Rheumatoid ArthritisSlide17
Qualifying for
Orthopedic
Services
An orthopedic
impairment
refers to: “a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments due to the effects of congenital anomaly, impairments due to the effects of disease, and impairments from other
causes” (IDEA, 2004) Slide18
Qualifying for Orthopedic Services
A 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 that adversely affects a child’s educational performance.” (IDEA, 2004) Slide19
Red Flags for Vision Loss
Inability to fixate on objects/materials for an extended period of time (just a couple seconds)
Turning head away from materials presented visually
Looking away from objects while reaching
Abnormal head tilt or turn while looking at materials
Frequently holding near materials too close
Eyes that bulge, dance, or bounce in rapid rhythmic movementsSlide20
Red Flags for Hearing Loss
Speech/language services or concerns
Difficulty hearing when it is noisy
Watches other children for cues when directions are given
Staring at the teacher’s face for
speechreading
cues
Need for repetition; often says “Huh?” or “What?”
FatigueSlide21
Making a Request for a Vision/
Hearing
Services evaluation
When a student is suspected or confirmed to have a
visual
or
hearing
impairment that is impacting their educational performance, a referral for a Functional Vision Assessment or Hearing Functioning Assessment can be made. A FVA/HFA is….. An assessment of how a student uses their vision/hearing in a functional classroom setting using both formal and informal assessment tools.Slide22
Making a Request for
Orthopedic Services
evaluation
When
a
student’s medical diagnosis is confirmed to having an
orthopedic
or
health impairment and it is impacting their educational performance, a referral for a Physical Functioning Assessment and/or a review of records will be completed.Slide23
Making a Request for a Vision/
Hearing
Services evaluation
The following is needed to make a referral:
An ocular report from an O.D. or M.D. dated within one calendar year
An audiological evaluation from an audiologist dated within one year (not school screening)
Completed CASE Referral Packet - found on the CASE website www.casedupage.comSlide24
CASE Administrator : Mary FurbushHearing Itinerant and Hearing Functioning Assessment Evaluator: Tracy Mack
Teacher of Orthopedically Impaired: Barb Layer
Vision Itinerant: Kathy Sledz