Aubrey Ence

Exceptionalities Instructional Helps

Aubrey Ence

Learning Disabilities:
Strategies

A condition in which one or more of the basic psychological processes involved in understanding or using language are deficient.

Allow them to tape lectures rather then have to keep up with taking notes Break learning into small steps. Use diagrams, graphics and pictures to augment what you say in words. Engage students in process type questions; How is that strategy working, Where else might you apply it? Administer probes. Provide regular quality feedback. Provide ample independent, well-designed intensive practice. Make sure that activities are focused on accessing individual students to monitor their progress through the curriculum.

Accommodations/Modifications
Multidisciplinary collaboration, providing effective inclusive education and the full range of other services required and a wide variety of professionals. Provide an aid, or helper that accompanies them in certain classes. Involve family and significant others in learning activities. Develop a procedure for the student to ask for help. Consider alternate activities that would be less difficult for the student, while maintaining the same or similar learning objective. Provide the student with hands-on materials and experiences. Allow more time for exams, tests, and quizzes. Target functional academics that will best prepare student for independent living and vocational contexts.

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Technology Resources
Abilipad; combines the functionality of a notepad with work prediction, text-to-speech, etc. Books on tape. Audible; find audio books, radio shows, audio bersions of popular magazines and newspapers at this website, then download to computer and burn to CD or upload to audio player. Earobics; boosts student phonological and print Adaptive Curriculum-High School Science; explore interactive, online content designed with real-world and game like visualizations of labs, experiments, and more. Adaptive Curriculum-Middle School science;see above Books on tape. Audio Notetaker; software program, allows you to see your recorded audio and interact with it. Blio; free eBook reader for the iPhone and iPad. Calculator Talk N Scan; fully digital math calculator with text-to Speech.

Environmental Resources
Minimize distractions. Carefully consider and monitor seating arrangements in the classroom. Label areas in the room with words and pictures. Keep classroom organized, dont decorate with anything to overwhelming. Label areas in room with words and pictures. Use color coded system for classroom behavior.

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Attention Deficit Hyperactivity Disorder:ADHD is one of the most common mental

disorders in children and adolescents. Symptoms include difficulty staying focuses and paying attention, difficulty controlling behavior, and very high levels of activity.

Strategies
Use multidisciplinary team approach and include combinations of techniques as determined by individual needs. Walk around the classroom; go over to student with ADHD and ask them calmly to stay on task. Help them with transitions; they may stay on last assignment or get lost in transition. Teach memory strategies; need help utilizing working memory and accessing recall. Monitor directions and instructions given to ADHD students; cue them to the fact that a direction of message is about to be delivered. Provide structure; instruction may be more effective if reinforcement is combined with modeling and increased practice. Give them opportunities to be a helper; teacher errands, custodian helper, office helper, cafeteria helper, library aide, peer tutor, etc.

Accommodations/Modifications
Help them sort through their desk, homework, backpack, etc; they are generally disorganized and need extra help organizing. Provide an aid; they often require individualized instruction. Allow the student to move around the room at appropriate and assigned times. Incorporate physical movement into lessons. Ask a simple question when the students attention wanders.

Aubrey Ence Stay near the student as you are teaching. Incorporate the students interests into lesson plans. Teach and use self-monitoring strategies that indicate attention vs. inattention. Ask the student to run an errand or do a job for you (such as sharpening pencils).

Technology Resources
Padlock instead of combination locks for lockers; helps speed their hallways time up, and reduces anxiety (so they can be on time to class). Daily planner and organizer. (whether its a paper planner or electronic planner) Slinky Bean bag Invisible clock; worn on belt. It can be set for a specific time (such as 10 minutes to work on an assignment, when time is up it vibrates or beeps.) Use technology as rewards. (ex. If they finish their assignment they get to play an education game on the computer)

Environmental Factors
Arrange the classroom setting to enhance the childs ability to respond, attend, and behave in a manner that is conducive to learning. Place them in a classroom with windows on no more than one side. Remove/dont put up dangling mobiles. Use throw rugs or rug as a boundary; their body has to stay on the rug. Use timing devices during class. Seat the student from and center in the classroom. Place the student away from high traffic areas. Surround the student with good role models. Seat the student at an individual desk (instead of a table.) Put pets in another room or a corner while the student is working. Play soft music in the classroom.

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Emotional/Behavioral Disorder:Emotional
Disorder is behavior problems, frequently internal, exhibited by difficulties in expressing emotions evoked in normal everyday experiences. Behavioral Disorders are conditions in which the emotional or behavioral responses of individuals significantly differ from those of their peers and seriously impact their relationships.

Strategies
Post a general class schedule that indicated what students should be expected to do as they enter your classroom, when homework is collected, etc. Develop and maintain an active schedule with evenly intermixed direction instruction, individual seatwork, and cooperative learning activities. If the student enters your classroom just after lunch or physical education, it may be necessary to first engage them in a lively class discussion to channel excess hyperactivity. Teach self-monitoring for attention. Use self-monitoring checklists that the student can use to check off activities as completed. Explicitly teach test-taking strategies. Explicitly teach organizational skills; planners, notebooks, folders, checklists, etc. Ask previous teachers about techniques that were effective with the student in the past. Be aware of how the student communicates. Serve as a model for the students.

Accommodations/Modifications
Provide additional review.

Aubrey Ence Break assignments into chunks to avoid overwhelming the student. Keep instructions simple and very structures. Provide opportunities for group participation. Use visual supports to supplement verbally delivered instructions and information. Seek input from student about his/her strengths and weaknesses. Modify classroom activities to meet the learning needs of the student, while maintaining the same learning objectives. Explicitly and frequently teach social rules and sills. Model appropriate responses to social situations.

Technology Resources
Classworks; web-based instructional software that provides interactive lessons, customized learning, and assessment. Co:Writer; portable keyboarding divice to support transctiption legibility and editing. Cool Speech; convert any digital text into soken text with a variety of voices, supports students engagement with text and boosts listening and reading comprehension. Dana: see Deaf/Blind Digital Frog; engages students with an interactive, virtual dissection, allowing the student to learn each of the cuts necessary by cutting with a digital scalpel. Dolphin Publisher; uses DAISY publishing features, users an convert material to DAISY insert images and syncronize with audio and text, record own narration, etc.

Environmental Resources
Seat student in close proximity to teacher, towards front of the room. Use separate setting and/or extended time for exams and tests if needed. Keep classroom organized. Provide structure in the classroom with regard to physical features of the room, scheduling, routines, and rules of conduct.

Aubrey Ence Promote positive peer pressure. Cooperative learning. Have a time out area. Clearly distinguish time, place, and expectations during unstructured activities.

Communication Disorder:

speech disorders include problems related to verbal production-vocal, expression. Language disorders are caused by a disruption of the language acquisition process.

Strategies
Individualized Language Plan. Focus on interactive communication. Incorporate the students interests into speech. Paraphrase back what the student has said or indiated. Use linguistic scaffolding techniques that involve a series of questions. Work at the students pace. Allow students to tape lectures.

Accommodations/Modifications
Have a speech therapist present language units to the entire class. Use computers in the classroom for language enhancement. Provide fun activities that are functional and practical. Develop a procedure for the student to ask for help. Consult a speech language pathologist concerning your assignments and activities. (be aware that the students may require another form of communication)

Aubrey Ence Provide assistance and provide positive reinforcement when the student sows the ability to do something unaided. Use a peer-buddy system when appropriate. With the help of the speech teacher altering traditional classroom games students play to reinforce concepts for review.

Technology Resources
Abilipad; combines the functionality of a notepad with work prediction, text-to-speech, etc. Books on tape. Audible; find audio books, radio shows, audio bersions of popular magazines and newspapers at this website, then download to computer and burn to CD or upload to audio player. Earobics; boosts student phonological and print awareness in reading. E-text reader; highlinght notes and extract information to a new file that reads it aloud.

Environmental Resources
Reduce unnecessary classroom noise as much as possible. Provide a quiet spot for the student to work if possible. Have the student sit in an accessible location to frequently monitor their understanding. Incorporating one-on one tutorials for the student. When possible use amplification technology while teaching.

Aubrey Ence

Traumatic Brain Injury:An

aquired injury to the brain caused by an external force (does not include brain injuries that are congenital or degenerative, or induced by birth trauma). It is direct injuries to the brain, such as tearing of nerve fibers, bruising of the brain tissue against the skull, brain stem trauma, and swelling. Symptoms of TBI can be mild, moderate, or severe, depending on the extent of the damage to the brain.

Strategies
Collaborative/multidisciplinary approaches and interventions that address unique family and individual needs. Pictures of visual cues; alert them to something different. Systematic verbal rehearsal; give them a chance to practice what is expected of them. Homework assignment book; all assignments need to be written down because of short-term-memory. Teach memory strategies; mnemonics, pictures, or limericks. Check for understanding; do not assume when they recognize info. that they recall how it fits into the big picture.

Aubrey Ence Use alternative forms of expression; general statements and satire may go over their hear, be specific and straight to the point. Provide feedback on responses; they may not pick up on a smile or nod that would be affirming. Alert to transitions; state that the bell is going to ring in 5 minutes and that they may want to begin putting stuff away. Scribe or note taker; classmates can take turns taking good notes and have them photocopied for the TBI student (TBI students often cannot listen and take notes at the same time) Modify work amounts; shorten to the minimum necessary, increase assignments gradually if students are successful. Have classroom aids; to help TBI student stay on task, organize, and plan homework. Communication book; while students are given time to do homework at the end of class, it would be good to communicate with parents how things are going in class, to note positive, and to discuss areas that need work. Study Guide or content outline; so they can anticipate content.

Accommodations/Modifications

Technology Resources
Dragon Naturally Speaking Preferred; program to support writing transcription. Students can dictate verbally to the computer and have their dictation translated into digital text. FX MathPack; product designed to provide students with special needs the assistance they need in order to construct equations and graphics. FX SciencePack Neo; portable laptop, one-to-one computing, built in writing lessons and typing tutors. PageFlip; an electronic page turner. NFB Newsline; free audio newspaper service providing access for print-disabled individuals to newspapers, magazined and television listings from all over the country.

Environmental Factors

Aubrey Ence Keep classroom on schedule in a familiar routine; changes do not come easy to students with TBI (ex. Substitute teachers, early dismissal, or shortented classes, etc.) Arrange seating to allow for more space between students. Provide an area for supplies and books (away from the students work space. Provide preferential seating if the student has visual difficulties. Arrange classroom so the student has room to move and easy access to seats (ex; wheelchair-need their own spot, needs to have clear path to seating area.)

Autism Spectrum Disorders:A

range of functioning among many dimensions related to social communicative and social interactive functioning, with impairments in repertoire of behavior. Typically considered to be autism; Aspergers syndrome; and pervasive developmental disorder, not otherwise specified.

Strategies
Ensure that the student has a way to appropriately express their wants and needs. Identify and establish appropriate functional communication system; sign language, Picture Exchange Communication System, voice output, etc. Reinforce commucication attempts (their gestures, partial verbalizations) when the student is non-verbal or emerging verbal. Repeat instructions and check for understanding. Use short sentences when giving instruction. Engage student in role-plays to target reciprocal conversation.

Aubrey Ence Break down social skills into non-verbal and verbal components. Build social interaction around common interests. Have a hands to yourself rule.

Accommodations/Modifications
Paraphrase back what the student has said or indicated. Simplify your language, highlighting what is important. (Ex. Sit in chair instead of sit in your chair please._ Use sequencing cards to teach order of events. Avoid sarcasm (students with autism may have a hard time understanding) Explicitly teach the meaning behind puns, idioms, figurative language, etc. Use words in addition to gestures and facial expressions. Help student interpret conversations. Remind other students that some students may not get jokes or non-verbal language. Provide stress release activities or items, such as drawing, brushing, squeeze toys, weighted blankets, headphones, and music.

Technology Resources
2goPC;see hearing loss Academy of Math; intervention approach, focuses on skills development and learner motivation, provides strategies to help meet goals. Academy of Reading; help at-risk students build fluency in reading foundation skills in five core areas, options for delivering individualized training experience for each student based on needs/deficits. Adaptive Curriculum-High School Science; explore interactive, online content designed with real-world and game like visualizations of labs, experiments, and more. Adaptive Curriculum-Middle School science;see above Books on tape. Audio Notetaker; software program, allows you to see your recorded audio and interact with it.

Aubrey Ence Blio; free eBook reader for the iPhone and iPad. Calculator Talk N Scan; fully digital math calculator with text-to Speech.

Environmental Resources
Label areas in room with words and pictures. Set up a special time-out location, so student has a place to go to take a break; could be a quick trip to restroom or fountain. Create a structured environment with predictable routines. Organize classroom and teach students how to use and maintain organization. Create a calming area or a sensory area. Use color coded system for behavior and class participation.

Hearing Loss:

Deafness describes a hearing loss greater than 90 db. Deaf individuals have vision as their primary input and cannot understand speech through their ear. Hard-of-Hearing is a sense of hearing that is deficient but somewhat functional.

Strategies
Give the student an outline of the lesson so they can visually follow along. Look directly at the student when speaking, (this helps allow them to lip read). Dont speak while facing away from the student, make sure they can see your lips at all times Involve family, friends, and significant others in their learning.

Aubrey Ence Write down all homework assignments, assignment changes, or schedule changes, etc on the board (or have it available in hard copy for them) Place the student in a seat up front so they have better access to seeing the board, and being able to read your lips. Use diagrams, graphs, and wisual representations whenever possible when presenting new concepts to a student with hearing loss.

Accommodations/Modifications
Maximize the use of visual aids and visual learning techniques. Allow the student to have an interpreter. Make sure you speak to the student (not the interpreter). Introduce the interpreter to the class. Have a buddy assigned to the student, someone to help take notes and make sure they know changes in assignments, etc. If there are alarms of timers used in the classroom, use visual cues as well, example: flashing lights. Use written announcements; assignments, due dates, exam dated, changes in the class schedule, special event dates, etc. Allow time for ample reading; students with hearing loss cannot read and watch the ocmputer screen or interpreter at the same time. Avoid talking while students are focused on written work or overhead projections/media presentations.

Technology Resources
2goPC; small, lightweight netbook computer that assists students with reading, writing, math and science material. Dana; portable keyboarding device to support transctiption legibility and editing. Editing and revising student writing is supported with spell check and a thesaurus. AudioNote; combines the functionality of a notepad and voice recorder to create a powerful tool that will save you time while improving the quality of your notes. Dolphin Publisher; uses DAISY publishing features, users an convert material to DAISY insert images and

Aubrey Ence syncronize with audio and text, record own narration, etc. EasyConverter; allows users to create versions of printed learning materials. Visual Thesaurus; interactive dictionary and thesaurus which created word maps that blossom with meanings and branch to related words. Hearing aids Use an FM audio trainer for hard-of-hearing students. Use captioned film/video/laser disk material whenever possible.

Environmental Resources
Provide the audience with a clear and direct view of your mouth and face. Make sure the room is well lighted so the student can clearly see your lips. Reduce background noise by turning off slide projectors or other types of apparatus when not in use. Avoid seating the student in heavy traffic areas. For interactive situations, circles or semi-circles work best for students with hearing loss. Encourage communicating in turn. It is important that only one person speak at a time-encourage students to wait until you recognize them before speaking.

Vision Loss:Blindness

is when the central visual acuity does not exceed 20/200 in the better eye with correcting lenses, or in which visual acuity, if better than 20/200 but not greater than 20/70 in the better eye after correction.

Strategies
Always let the student know where you are. Speak to class upon entering or leaving Call student by name, identify yourself by name and let them know then you are ending the conversation.

Aubrey Ence Describe in detail visual occurances pertinent to learning. Give verbal notice of room changes, special meetings and assignments. Be consistent where you place classroom materials. Collaborate with specialist to determine mobility or lighting needs for student. Dont pet or touch guide dog. Introduce to class. Use descriptive words.

Accommodations/Modifications
Guide dog Braille test, text book, etc. Large print test, hand outs, audiotapes. Narrator. Special desk lamp, cassette recorder, personal reader, etc. Give the visually impaired student as many opportunities to help others as others have to help them.

Technology Resources
2goPC; small, lightweight netbook computer that assists students with reading, writing, math and science material. ClaroRead; a Mac or PC screenreader with study feature such as word prediction, homophone alert, single word pronunciation or full text to speech, and reads text on the web.

Aubrey Ence Dana; portable keyboarding device to support transctiption legibility and editing. Editing and revising student writing is supported with spell check and a thesaurus. EasyConverter; allows users to create versions of printed learning materials that can be converted to Braille, MP3, large print or DAISY digital talking book. Read2Go;you can browse, download, and read books directly from Bookshare, as well as read DAISY books. Magnifying devices, screen reader, low vision projection screen.

Environmental Resources
Avoid leaving doors and drawers ajar or chairs out from under tables and desks. Keep furniture consistent. Stand away from window when instructing. Dont have any sharp edges, things sticking out, or stuff dangling from places. Keep the environment organized and predictable.

Intellectual Disability:

Limited ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience. (Score between 50-70 IQ, Moderate 35-50, Severe 20-25, Profound IQ below 20)

Strategies

Aubrey Ence Use short and simple sentences to ensure understanding. Repeat instructions or directions frequently. Ask student if further clarification is necessary. Teach organizational skills. Teach the difference between literal and figurative language. Increase difficulty of tasks over time.\ Teach student decision-making rules for discriminating important from unimportant details. Use strategies for remembering such as elaborative rehearsal and clustering information together. Use strategies such as chunking, backward shaping Intermix high probability tasks (easier) with lower probability tasks (more difficult).

Accommodations/Modifications
Ask student for input about how they learn best, and help them to bi in control of their learning. Involve families and significant others in learning activities. Proceed in small ordered steps and review each frequently. Consider alternate activities that would be less difficult for the student. Offer standard print and electronic texts. Allow more time for examinations, tests, and quizzes. Show what you mean rather than just giving verbal diractions.

Technology Resources
2goPC Dana E-text Reader

Aubrey Ence Route 66 Literacy; for those who are learning to read, a web-based service that provides literacy instruction for persons with int. disabilities. Designed to help teachers, parents, and volunteers teach reading and writing. Talking Checkbook; simple interface that makes managing any bank account more accessible, its designed for individuals who find it difficult to write in small areas and for those who find simple math difficult.

Environmental Resources
Remove distractions that may keep student from attending. Label areas in the room with words and pictures. Provide a supportive and encouraging learning environment. Allow student to socialize with typically developing peers. Teach students in small groups, or one-on-one if possible. Always provide opportunities to practice skills in a number of different settings.

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Gifted, Creative and Talented:

Strategies

Terms applied to individuals with extraordinary abilities or the capacity for developing them.

Provide a range of activities for students with varying abilities. Provide opportunities for students who are gifted to deal with real problems or develop actual products. Give opportunities for enrichment activities, (not just more work). Collaborate with professional peers within your discipline and others in making challenging and engaging activities available. Help to eliminate the confliction and confusing signals about career choices and fields of study that are often given to young women who are gifted. Acknowledge and celebrate excellence in a variety of performance areas. Provide meaningful ways to deal with pressure.

Accommodations/Modifications
Discuss information in detail, elaborate. Begin assignments with basic guidelines (dont try to over teach gifted students.) Employ a variety of approaches. Identify students interests, strengths, styles, and preferences; use this knowledge to your advantage. Categorize the curriculum objective. Connect the curriculum to the fields of knowledge. Create an enhanced set of introductory activities Choose active teaching/learning opportunities. Incorporate authentic components. Involve parents in learning objectives and activities. Provide options, alternatives and choices to differentiate and broaden the curriculum. Provide whole group enrichment explorations. Teach cognitive and methodological skills. Debrief students. Connect student to related talent development opportunities outside the classroom.

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Technology Resources
Internet and online learning. WebQuests;activities that require the students to use internet based resources to deepen their understanding and stretch their thinking around any topic. Virtual Field trips. Teacher Tap; digital and virtual museums. Telementoring

Environmental Resources
Environment should be such that the student can ask many questions. Environment should be such that the students and teacher find acceptance for unique ideas and responses. Environment should thrive on complexity. (advanced organizers, concept puzzles, etc.) Organize and offer flexible small group learning activities. Create a virtual learning environment. (a way to differentiate instruction by merging the fields of gifted and talented education and information technology.) refer to this article for additional help and ideas. (http://www.davidsongifted.org/db/Articles_id_10436.as px)