Orthopedic Impairments
Under federal law (IDEA), an orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments due to the effects of congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments due to the effects of disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
An orthopedic impairment involves the skeletal system-bones, joints, limbs, and associated muscles. A neuromotor impairment involves the central nervous system, affecting the ability to move, use, feel, or control certain parts of the body. Although orthopedic and neurological impairments are two distinct and separate types of disabilities, they may cause similar limitations in movement. Many of the same educational, therapeutic, and recreational activities are likely to be appropriate for students with orthopedic and neurological impairments. And there is a close relationship between the two types: for example, a child who is unable to move his legs because of damage to the central nervous system (neuromotor impairment) may also develop disorders in the bones and muscles of the legs (orthopedic impairment), especially if he does not receive proper therapy and equipment
Students may be born with or acquire problem with their bones, their joints and/or their muscles. Orthopedic problems may result from deformities, diseases, injuries, or surgeries. Problems a child might be born with include cerebral palsy, Osteogenisis Imperfecta, joint deformities or muscular dystrophy. Injuries or surgeries may result in the loss of a bone and/or muscle tissue and may include the amputation of a limb. Burns and broken bones can also result in damage to both bones and muscles.
Teaching and modifications
As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, I collaborate with the special educator to include the student in the general curriculum as much as possible.
In order for the student to access the general curriculum, the student may require these accommodations:
Special seating arrangements to develop useful posture and movements
Instruction focused on development of gross and fine motor skills
Securing suitable augmentative communication and other assistive devices
Awareness of medical condition and its affect on the student (such as getting tired quickly)
Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:
Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
Speech-Language Pathologists who work with the student on problems with speech and language
Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
Other Therapists (Massage Therapists, Music Therapists, etc.)
In my preschool classroom I would use the buddy system to encourage social skills as well as create empathy with all my students. Wheelchair bound students can participate in many sports activities such as baseball, basketball, relays, and bowling to name a few. Actually, if a game cannot be modified to include all students in some manner, then it will not be used as part of my curriculum. We have made bats for hitting with extra wide handles and shorter basketball goals. We adapt obstacle courses for any means of mobility. The idea is to have fun while being included.
Assistive Technology
Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into these categories:
Devices to Access Information:
These assistive technology devices focus on aiding the student to access the educational material. These devices include:
speech recognition software
screen reading software
augmentative and alternative communication devices (such as communication boards)
academic software packages for students with disabilities
Devices for Positioning and Mobility:
These assistive technology devices focus on helping the student participate in educational activities. These devices include:
canes
crutches
wheelchairs
specialized exercise equipment
specialized chairs, desks, and tables for proper posture development
Following are examples of computer input, output, and documentation accommodations for individuals who have mobility or orthopedic impairments:
Input
Accessible on/off switches.
Flexible positioning or mounting of keyboards, monitors, etc.
Software utilities that consolidate multiple or sequential keystrokes.
Mouth sticks, head sticks, or other pointing devices.
Keyguards.
Modified keyboards (e.g., expanded, mini, or one-handed).
Trackballs or other input devices provide an alternative to a mouse.
Keyboard emulation with specialized switches that allow the use of scanning or Morse code input.
Speech input.
Word prediction software.
Output
Speech output.
General assistance may be needed to access printed materials.
Annotations
http://www.naset.org/orthopedicimpairment2.0.html
http://www.napcse.org/exceptionalchildren/orthopedicimpairments.php
http://www.projectidealonline.org/orthopedicImpairments.php good assistive technology section
http://specialed.about.com/od/disabilities/Disabilities_in_Special_Education.htm list of disabilities and resources
http://www.specialchild.com/archives/dz-005.html excellent website on spina bifida
Tuesday, May 5, 2009
Saturday, May 2, 2009
Traumatic Brain Injury
Traumatic Brain Injury
IDEA's Definition of "Traumatic Brain Injury"
"...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 child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma
injury.
Traumatic Brain Injury
A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. (The exact definition of TBI, according to special education law, is given below.) This injury can change how the person acts, moves, and thinks. A traumatic brain injury can also change how a student learns and acts in school. The term TBI is used for head injuries that can cause changes in one or more areas, such as:
Symptoms of mild traumatic brain injury:
Headache
Fatigue
Sleep disturbance
Irritability
Sensitivity to noise or light
Balance problems
Decreased concentration and attention span
Decreased speed of thinking
Memory problems
Nausea
Depression and anxiety
Emotional mood swings
The majority of people with Mild Traumatic Brain Injury recover after one year.
Moderate traumatic brain injury occurs when:
A loss of consciousness lasts from a few minutes to a few hours
Confusion lasts from days to weeks
Physical, cognitive, and/or behavioral impairments last for months or are permanent.
Persons with moderate traumatic brain injury generally can make a good recovery with treatment or successfully learn to compensate for their deficits.
Severe brain injury occurs when a prolonged unconscious state or coma lasts days, weeks, or months. Severe brain injury is further categorized into subgroups with separate features:
Coma
Vegetative State
Persistent Vegetative State
Minimally Responsive State
Akinetic Mutism
Locked-in Syndrome
Signs of Traumatic Brain Injury
The signs of brain injury can be very different depending on where the brain is injured and how severely. Children with TBI may have one or more difficulties, including:
Physical disabilities: Individuals with TBI may have problems speaking, seeing, hearing, and using their other senses. They may have headaches and feel tired a lot. They may also have trouble with skills such as writing or drawing. Their muscles may suddenly contract or tighten (this is called spasticity). They may also have seizures. Their balance and walking may also be affected. They may be partly or completely paralyzed on one side of the body, or both sides.
Difficulties with thinking: Because the brain has been injured, it is common that the person’s ability to use the brain changes. For example, children with TBI may have trouble with short-term memory (being able to remember something from one minute to the next, like what the teacher just said). They may also have trouble with their long-term memory (being able to remember information from a while ago, like facts learned last month). People with TBI may have trouble concentrating and only be able to focus their attention for a short time. They may think slowly. They may have trouble talking and listening to others. They may also have difficulty with reading and writing, planning, understanding the order in which events happen (called sequencing), and judgment.
Social, behavioral, or emotional problems: These difficulties may include sudden changes in mood, anxiety, and depression. Children with TBI may have trouble relating to others. They may be restless and may laugh or cry a lot. They may not have much motivation or much control over their emotions.
A child with TBI may not have all of the above difficulties. Brain injuries can range from mild to severe, and so can the changes that result from the injury. This means that it’s hard to predict how an individual will recover from the injury. Early and ongoing help can make a big difference in how the child recovers. This help can include physical or occupational therapy, counseling, and special education. It’s also important to know that, as the child grows and develops, parents and teachers may notice new problems. This is because, as students grow, they are expected to use their brain in new and different ways. The damage to the brain from the earlier injury can make it hard for the student to learn new skills that come with getting older.
Teaching
The educational needs of child with TBI will change quickly after the injury. Therefore, the child’s IEP goals and objectives must be developed initially for achievement over short periods of time, 4-6 weeks, rather than six months to a year as is traditionally done. Likewise, the child may need more frequent assessments than other children with disabilities.
Find out as much as you can about the child’s injury and his or her present needs.
Give the student more time to finish schoolwork and tests.
Give directions one step at a time. For tasks with many steps, it helps to give the student written directions.
Show the student how to perform new tasks. Give examples to go with new ideas and concepts.
Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time.
Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill.
Show the student how to use an assignment book and a daily schedule. This helps the student get organized.
Realize that the student may get tired quickly. Let the student rest as needed.
Reduce distractions.
Keep in touch with the student’s parents. Share information about how the student is doing at home and at school.
Be flexible about expectations. Be patient. Maximize the student’s chances for success.
Technology and modifications
For skills the child will never recover, such as memory, I will need to teach the child coping mechanisms, such as using a planner, a tape recorder, or other organizational aid.
Because the child may not have memory skills and/or lack the ability to determine cause and effect, any behavior modification plan must be concrete and short-term. For example, the child may have lost the knowledge that one is to be quiet in a library. To teach that behavior, I will rehearse the behavior with the child, talk about it, and provide clear guidelines as to what is expected and the consequences of incorrect behavior.
I will need to spend more time on antecedents verses consequences if the child does not cooperate, the child with TBI often will have impulse control problems. It takes concentrated, intensive effort (for the child) to learn behavior.
Physical protection must be considered when working with students with TBI. Whether because of loss of balance, impaired judgment, or an increase in impulsive behavior, these children are prone to additional head injuries. Therefore, close supervise is necessary on the playground, they may need change classes when the halls are less crowded, or, if conditions warrant, to wear a helmet at school.
Electronic organizers to enhance memory and organizational skills
Annotations
http://www.neuroskills.com/children.shtml I think this website is beneficial not only for myslef but would be an excellent source of information for parents
http://www.biausa.org/education.htm possibly the most informative website I found
http://specialed.about.com/cs/behaviordisorders/a/samples.htm good source for behavior plan contracts and reward charts
Zasler, N. (1996). Medical Rehabilitation of Traumatic Brain Injury. Hanley & Belfus, Inc: Philadelphia, PA. Easy to read information on subject
http://www.biausa.org/elements/research/CSUN05.pdf powerpoint presentation on various memory devices-interesting
IDEA's Definition of "Traumatic Brain Injury"
"...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 child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma
injury.
Traumatic Brain Injury
A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. (The exact definition of TBI, according to special education law, is given below.) This injury can change how the person acts, moves, and thinks. A traumatic brain injury can also change how a student learns and acts in school. The term TBI is used for head injuries that can cause changes in one or more areas, such as:
thinking and reasoning
understanding words
remembering things
paying attention
solving problems
thinking abstractly
talking
behaving
walking and other physical activities
seeing and/or hearing
learning
Mild traumatic brain injury occurs when:
Loss of consciousness is very brief, usually a few seconds or minutes
Loss of consciousness does not have to occur—the person may be dazed or confused
Testing or scans of the brain may appear normal
A mild traumatic brain injury is diagnosed only when there is a change in the mental status at the time of injury—the person is dazed, confused, or loses consciousness. The change in mental status indicates that the person’s brain functioning has been altered, this is called a concussion.
Symptoms of mild traumatic brain injury:
Headache
Fatigue
Sleep disturbance
Irritability
Sensitivity to noise or light
Balance problems
Decreased concentration and attention span
Decreased speed of thinking
Memory problems
Nausea
Depression and anxiety
Emotional mood swings
The majority of people with Mild Traumatic Brain Injury recover after one year.
Moderate traumatic brain injury occurs when:
A loss of consciousness lasts from a few minutes to a few hours
Confusion lasts from days to weeks
Physical, cognitive, and/or behavioral impairments last for months or are permanent.
Persons with moderate traumatic brain injury generally can make a good recovery with treatment or successfully learn to compensate for their deficits.
Severe brain injury occurs when a prolonged unconscious state or coma lasts days, weeks, or months. Severe brain injury is further categorized into subgroups with separate features:
Coma
Vegetative State
Persistent Vegetative State
Minimally Responsive State
Akinetic Mutism
Locked-in Syndrome
Signs of Traumatic Brain Injury
The signs of brain injury can be very different depending on where the brain is injured and how severely. Children with TBI may have one or more difficulties, including:
Physical disabilities: Individuals with TBI may have problems speaking, seeing, hearing, and using their other senses. They may have headaches and feel tired a lot. They may also have trouble with skills such as writing or drawing. Their muscles may suddenly contract or tighten (this is called spasticity). They may also have seizures. Their balance and walking may also be affected. They may be partly or completely paralyzed on one side of the body, or both sides.
Difficulties with thinking: Because the brain has been injured, it is common that the person’s ability to use the brain changes. For example, children with TBI may have trouble with short-term memory (being able to remember something from one minute to the next, like what the teacher just said). They may also have trouble with their long-term memory (being able to remember information from a while ago, like facts learned last month). People with TBI may have trouble concentrating and only be able to focus their attention for a short time. They may think slowly. They may have trouble talking and listening to others. They may also have difficulty with reading and writing, planning, understanding the order in which events happen (called sequencing), and judgment.
Social, behavioral, or emotional problems: These difficulties may include sudden changes in mood, anxiety, and depression. Children with TBI may have trouble relating to others. They may be restless and may laugh or cry a lot. They may not have much motivation or much control over their emotions.
A child with TBI may not have all of the above difficulties. Brain injuries can range from mild to severe, and so can the changes that result from the injury. This means that it’s hard to predict how an individual will recover from the injury. Early and ongoing help can make a big difference in how the child recovers. This help can include physical or occupational therapy, counseling, and special education. It’s also important to know that, as the child grows and develops, parents and teachers may notice new problems. This is because, as students grow, they are expected to use their brain in new and different ways. The damage to the brain from the earlier injury can make it hard for the student to learn new skills that come with getting older.
Teaching
The educational needs of child with TBI will change quickly after the injury. Therefore, the child’s IEP goals and objectives must be developed initially for achievement over short periods of time, 4-6 weeks, rather than six months to a year as is traditionally done. Likewise, the child may need more frequent assessments than other children with disabilities.
Find out as much as you can about the child’s injury and his or her present needs.
Give the student more time to finish schoolwork and tests.
Give directions one step at a time. For tasks with many steps, it helps to give the student written directions.
Show the student how to perform new tasks. Give examples to go with new ideas and concepts.
Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time.
Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill.
Show the student how to use an assignment book and a daily schedule. This helps the student get organized.
Realize that the student may get tired quickly. Let the student rest as needed.
Reduce distractions.
Keep in touch with the student’s parents. Share information about how the student is doing at home and at school.
Be flexible about expectations. Be patient. Maximize the student’s chances for success.
Technology and modifications
For skills the child will never recover, such as memory, I will need to teach the child coping mechanisms, such as using a planner, a tape recorder, or other organizational aid.
Because the child may not have memory skills and/or lack the ability to determine cause and effect, any behavior modification plan must be concrete and short-term. For example, the child may have lost the knowledge that one is to be quiet in a library. To teach that behavior, I will rehearse the behavior with the child, talk about it, and provide clear guidelines as to what is expected and the consequences of incorrect behavior.
I will need to spend more time on antecedents verses consequences if the child does not cooperate, the child with TBI often will have impulse control problems. It takes concentrated, intensive effort (for the child) to learn behavior.
Physical protection must be considered when working with students with TBI. Whether because of loss of balance, impaired judgment, or an increase in impulsive behavior, these children are prone to additional head injuries. Therefore, close supervise is necessary on the playground, they may need change classes when the halls are less crowded, or, if conditions warrant, to wear a helmet at school.
Electronic organizers to enhance memory and organizational skills
Annotations
http://www.neuroskills.com/children.shtml I think this website is beneficial not only for myslef but would be an excellent source of information for parents
http://www.biausa.org/education.htm possibly the most informative website I found
http://specialed.about.com/cs/behaviordisorders/a/samples.htm good source for behavior plan contracts and reward charts
Zasler, N. (1996). Medical Rehabilitation of Traumatic Brain Injury. Hanley & Belfus, Inc: Philadelphia, PA. Easy to read information on subject
http://www.biausa.org/elements/research/CSUN05.pdf powerpoint presentation on various memory devices-interesting
Friday, April 24, 2009
Gifted Education
Definition "Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance."These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society"
These children very often do not develop evenly. In fact, young gifted children frequently show peaks of extraordinary performance rather than equally high skill levels in all cognitive areas. The child who learns to read at age 3 or who shows unusually advanced spatial reasoning ability, for example, may not be the child with the highest IQ or the earliest language development. Unique patterns of development can be observed within a group of gifted children, and uneven development is frequently evident in the pattern of a single child. In some cases, it seems as though children's abilities develop in spurts, guided by changes in interest and opportunity. Reading ability, for example, might develop almost overnight. Children who know all their letters and letter sounds by age 2 1/2 may remain at that level for some time, perhaps until age 4 or 5, and then in a matter of months develop fluent reading skills at the third or fourth grade level.
Another area of unevenness in the development of gifted young children is found in the relationship between advanced intellectual development and development of physical and social skills. Evidence seems to indicate that intellectually gifted children's performance in the physical domain may only be advanced to the extent that the physical tasks involve cognitive organization. And, although intellectually advanced children tend to possess some advanced social-cognitive skills, they do not necessarily demonstrate those skills in their social behavior. In other words, they may understand how to solve social conflicts and interact cooperatively, but not know how to translate their understanding into concrete behavior.
It is not uncommon to find gifted young children experiencing a vast gap between their advanced intellectual skills and their less advanced physical and emotional competencies. For example, 4- and 5-year old children may converse intelligently about abstract concepts such as time and death and read fluently at the fourth-grade level, yet find it difficult to hold a pencil or to share their toys with others.
Often these uneven developmental levels can lead to extreme frustration, as children find that their limited physical skills are not sufficiently developed to carry out the complex projects they imagined. These children may throw tantrums or even give up on projects without trying. Adult guidance in developing coping strategies can help such children set more realistic goals for themselves.
Characteristics
1. Reasons well (good thinker)
2. Learns rapidly
3. Has extensive vocabulary
4. Has an excellent memory
5. Has a long attention span
6. Sensitive (feelings hurt easily)
7. Shows compassion
8. Perfectionistic
9. Intense
10. Morally sensitive
11. Has strong curiosity
12. Perseverant when interested
13. Has high degree of energy
14. Prefers older companions
15. Has a wide range of interests
16. Has a great sense of humor
17. Early or avid reader
18. Concerned with justice, fairness
19. Judgment mature for age at
20. Is a keen observer
21. Has a vivid imagination
22. Is highly creative
23. Tends to question authority
24. Shows ability with numbers
25. Good at jigsaw puzzles
Ways of Feeling
Idealism: May have a strong sense of right and wrong and be disturbed if they believe something is wrong
Sensitivity: Can be sensitive to the emotions of others; easily upset, can find the evening news distressing
Intensity: Can have intensely happy, sad, or fearful reactions
Seeking for Peers: May prefer to play with older children in a search for intellectual peers
Frustrated by Development: May be frustrated when their physical development does not keep pace with their intellect; for example, when they can think of an elaborate picture but do not have enough control of the pencil to draw it.
Teaching gifted children
Keeping in mind that in my preschool classroom I teach 3 - 5 year olds, I already have a variety of activities with skill levels that are in accordance with all age groups. The children may choose whichever toys they like during free play time. This gives the children an opportunity to challenge themselves if they want to, or to retreat back to a familiar or favorite activity. There is really quite a bit of free choice in my room which is good for encouraging decision making as well as social skill development. When planning activities I tier lessons so they may become more advanced as needed for students ready for more challenge.
As always, parental input is vital to understand the child's development level and personality traits. Parents can let me know thier child's learning style and the areas they are gifted in.
Sometimes gifted students are not as socially adept as their peers and need to be "shown" how to interact in a positive manner. A gifted toddler or preschooler will often enjoy the thrill of competitive gaming years before her same age peers. BINGO and Art Lotto are basically matching games that require the players to identify and mark their cards appropriately. Even some one year olds can play, once they have the dexterity to manipulate the pieces. Connect Four is a three dimensional variation on tic tac toe. Two opponents try to put four of their checkers in a row, while preventing their adversary from doing the same. This game is very tactile and wonderful for kids who like to explore with their hands.
Games such as Duck, Duck, Goose and Doggy, Doggy Where’s My Bone are great for physical and social development. They encourage verbalization and are just plain fun!
Word Matching -This is a very simple game, but emergent readers tend to love it, especially if they are not yet writing letters. You write a word in the middle of a page, and surround it by other words, some of which match the center word. For instance, the word APPLE is surrounded by the words, ORANGE, BANANA, FRUIT, and PLUM, in addition to APPLE written three times in various places. Ask the child to circle all the apples. It's a great way to reinforce sight words and also introduce the idea of sorting and classifying.
Book Making-Kids love to read books that they made themselves. You can either staple or punch holes in regular paper and use yarn to tie the sheets together. Children can illustrate their own books. You can also paste photos or magazine clippings into the book. It's very empowering for a young child to be able to read a book full of her own words.
Technology
Use of computers, leap frog games, tape recorders, cameras for documenting projects.
Modifications
Advanced table toys, board games, books, computer programs are offered for the gifted child. It is important to ward off boredom and stimulate cognitive skills, but presented in a way to not make the child feel isolated.
Annotations
http://www.kidsource.com/kidsource/content/nuturing_giftedness.html This offers good insight about the development of gifted young children
http://coe.unt.edu/gifted/parents/identify.htm good characteristics list
http://www.bellaonline.com/articles/art25155.asp great activities
http://school.familyeducation.com/child-psychology/gifted-education/38808.html I like the ways of feeling list this website offered as well as general information about gifted kids.
Hunt, N., & Marshall, K. (1999).Exceptional Children and Youth.Houghton Mifflin Company. This book had a section on creative and higher-level thinking that was useful.
Definition "Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance."These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society"
These children very often do not develop evenly. In fact, young gifted children frequently show peaks of extraordinary performance rather than equally high skill levels in all cognitive areas. The child who learns to read at age 3 or who shows unusually advanced spatial reasoning ability, for example, may not be the child with the highest IQ or the earliest language development. Unique patterns of development can be observed within a group of gifted children, and uneven development is frequently evident in the pattern of a single child. In some cases, it seems as though children's abilities develop in spurts, guided by changes in interest and opportunity. Reading ability, for example, might develop almost overnight. Children who know all their letters and letter sounds by age 2 1/2 may remain at that level for some time, perhaps until age 4 or 5, and then in a matter of months develop fluent reading skills at the third or fourth grade level.
Another area of unevenness in the development of gifted young children is found in the relationship between advanced intellectual development and development of physical and social skills. Evidence seems to indicate that intellectually gifted children's performance in the physical domain may only be advanced to the extent that the physical tasks involve cognitive organization. And, although intellectually advanced children tend to possess some advanced social-cognitive skills, they do not necessarily demonstrate those skills in their social behavior. In other words, they may understand how to solve social conflicts and interact cooperatively, but not know how to translate their understanding into concrete behavior.
It is not uncommon to find gifted young children experiencing a vast gap between their advanced intellectual skills and their less advanced physical and emotional competencies. For example, 4- and 5-year old children may converse intelligently about abstract concepts such as time and death and read fluently at the fourth-grade level, yet find it difficult to hold a pencil or to share their toys with others.
Often these uneven developmental levels can lead to extreme frustration, as children find that their limited physical skills are not sufficiently developed to carry out the complex projects they imagined. These children may throw tantrums or even give up on projects without trying. Adult guidance in developing coping strategies can help such children set more realistic goals for themselves.
Characteristics
1. Reasons well (good thinker)
2. Learns rapidly
3. Has extensive vocabulary
4. Has an excellent memory
5. Has a long attention span
6. Sensitive (feelings hurt easily)
7. Shows compassion
8. Perfectionistic
9. Intense
10. Morally sensitive
11. Has strong curiosity
12. Perseverant when interested
13. Has high degree of energy
14. Prefers older companions
15. Has a wide range of interests
16. Has a great sense of humor
17. Early or avid reader
18. Concerned with justice, fairness
19. Judgment mature for age at
20. Is a keen observer
21. Has a vivid imagination
22. Is highly creative
23. Tends to question authority
24. Shows ability with numbers
25. Good at jigsaw puzzles
Ways of Feeling
Idealism: May have a strong sense of right and wrong and be disturbed if they believe something is wrong
Sensitivity: Can be sensitive to the emotions of others; easily upset, can find the evening news distressing
Intensity: Can have intensely happy, sad, or fearful reactions
Seeking for Peers: May prefer to play with older children in a search for intellectual peers
Frustrated by Development: May be frustrated when their physical development does not keep pace with their intellect; for example, when they can think of an elaborate picture but do not have enough control of the pencil to draw it.
Teaching gifted children
Keeping in mind that in my preschool classroom I teach 3 - 5 year olds, I already have a variety of activities with skill levels that are in accordance with all age groups. The children may choose whichever toys they like during free play time. This gives the children an opportunity to challenge themselves if they want to, or to retreat back to a familiar or favorite activity. There is really quite a bit of free choice in my room which is good for encouraging decision making as well as social skill development. When planning activities I tier lessons so they may become more advanced as needed for students ready for more challenge.
As always, parental input is vital to understand the child's development level and personality traits. Parents can let me know thier child's learning style and the areas they are gifted in.
Sometimes gifted students are not as socially adept as their peers and need to be "shown" how to interact in a positive manner. A gifted toddler or preschooler will often enjoy the thrill of competitive gaming years before her same age peers. BINGO and Art Lotto are basically matching games that require the players to identify and mark their cards appropriately. Even some one year olds can play, once they have the dexterity to manipulate the pieces. Connect Four is a three dimensional variation on tic tac toe. Two opponents try to put four of their checkers in a row, while preventing their adversary from doing the same. This game is very tactile and wonderful for kids who like to explore with their hands.
Games such as Duck, Duck, Goose and Doggy, Doggy Where’s My Bone are great for physical and social development. They encourage verbalization and are just plain fun!
Word Matching -This is a very simple game, but emergent readers tend to love it, especially if they are not yet writing letters. You write a word in the middle of a page, and surround it by other words, some of which match the center word. For instance, the word APPLE is surrounded by the words, ORANGE, BANANA, FRUIT, and PLUM, in addition to APPLE written three times in various places. Ask the child to circle all the apples. It's a great way to reinforce sight words and also introduce the idea of sorting and classifying.
Book Making-Kids love to read books that they made themselves. You can either staple or punch holes in regular paper and use yarn to tie the sheets together. Children can illustrate their own books. You can also paste photos or magazine clippings into the book. It's very empowering for a young child to be able to read a book full of her own words.
Technology
Use of computers, leap frog games, tape recorders, cameras for documenting projects.
Modifications
Advanced table toys, board games, books, computer programs are offered for the gifted child. It is important to ward off boredom and stimulate cognitive skills, but presented in a way to not make the child feel isolated.
Annotations
http://www.kidsource.com/kidsource/content/nuturing_giftedness.html This offers good insight about the development of gifted young children
http://coe.unt.edu/gifted/parents/identify.htm good characteristics list
http://www.bellaonline.com/articles/art25155.asp great activities
http://school.familyeducation.com/child-psychology/gifted-education/38808.html I like the ways of feeling list this website offered as well as general information about gifted kids.
Hunt, N., & Marshall, K. (1999).Exceptional Children and Youth.Houghton Mifflin Company. This book had a section on creative and higher-level thinking that was useful.
Sunday, April 12, 2009
severe impairment
Severe Impairment
Severe and Profound Disabilities means a primary disability that:
*Severely impairs cognitive abilities, adaptive skills, and life functioning.
*May have associated severe behavior problems.
*Has the high probability of additional physical or sensory disabilities.
*Requires significantly more educational resources than are provided for the children with mild and moderate disabilities in special education programs.
Most definitions are based on test scores of intellectual functioning, developmental progress compared to chronological age, or the extent of educational and other supports needed.
Profound
Exhibits profound developmental disabilities in cognitive, communication, social skills, motor-mobility, and self-help skills. They also require a service structure with continuos monitoring.
Multiple disabilities
IDEA definition - concomitant impairments(mental retardation-blindness, mental retardation-orthopedic impairment).
Deaf-blindness
IDEA definition - concomitant hearing and visual impairments.
Traumatic Brain Injury
An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairments.
Shaken baby
In comparison with accidental traumatic brain injury in infants, shaken baby injuries have a much worse prognosis. Damage to the retina of the eye can cause blindness. The majority of infants who survive severe shaking will have some form of neurological or mental disability, such as cerebral palsy or mental retardation, which may not be fully apparent before 6 years of age. Children with shaken baby syndrome may require lifelong medical care.
In a preschool setting a main objective is to teach children to make choices. Severely disabled kids can be helped in many of the same ways as other children, keeping in mind that they will need more time and perhaps more prompting.
One way to allow the child to see what activities are available is to make a bulletin board with photos of typical activities (playing outdoors, building with blocks, looking at books, etc.). The bulletin board should be discussed and the child may indicate what he would like to do.
Another method of encouraging choice making is to make visual cue cards for the child to access to let others know of his needs (toileting, tissue need, drink, etc.) Immediate response is given.
At the lunch/snack table the child will be prompted to point, nod, verbalize (if possible) her wants. Immediate response is given.
To encourage group participation children enjoy making classroom books. For example, a title might be At The Circus What Do I See? Each child has his own page to contribute to. The page reads "I see a ______ looking at me. Child fills in the blank and draws his interpretation of his word. This activity instills ownership and pride. We read our classroom books over and over again.
The "Hello" game is fun to encourage children to acknowledge their friends. We sing "Hello everybody how are you?"..... Then individually the children may sing to another child until everyone has been recognized.
Visual cards are used to show basic skills such as getting a drink of water.
1. Picture of child getting a cup
2. Picture of child turning on water.
3. Picture of child filling cup.
4. Picture of child turning of water.
5. Picture of child drinking.
6. Picture of child throwing cup away.
The idea is to show every single step that you want them to perform.
Participation in physical games is a great way to stimulate socialization and a sense of being part of the group. Children in wheelchairs can hit a ball which is placed on a low T-stand. A bat with an enlarged handle is used to help with gripping.
A lowered basketball goal is easy and accommodating for those in wheelchairs.
Waterplay is relaxing and noncompetitive which allows child to feel secure and successful.
art time involves choice making-colors, medium, big brush/little brush etc.
open ended art allows children to be successful because there is no specific end product.
Art is displayed at child’s eye level so it can be viewed easily, and is given importance with it being displayed.
Crash The Cans game- child runs wheelchair into a stack of cans. Lots of noise and fun.
Parachute Activities. So versatile and enticing, these activities can fit in multiple categories (cause and effect, balls, and even in the music unit). Group cooperation, sensory stimulation, and just plain fun can all be achieved through participation in parachute games. The parachute can be fastened to the child (or even the wheelchair) if the child cannot grasp it independently.
Relays. Make these fun! Usually, the more zany, the less stressful and competitive they are. To maximize participation, emphasize fun. More severely involved students can zoom their wheelchairs (with or without help from the teacher) up and back between cone targets, simply having to knock something off the cone to prove they made their designated distance. They can also nudge something off their laptrays into an awaiting bucket or other container (i.e., net, target).
Hanging Balls. Suspend balls of all sizes, textures, colors, and softness from a basketball goal (or whatever). Students can now play many games. You, or they, can roll their chairs (selves) into them. They can use a whiffle ball bat to strike them (if they cannot hold the bat, the bat can be fastened to their hands, arm, or wheelchair). They can try tether ball with a friend. Activities are only limited by the imagination.
Blowing Games. Blowing games with soap bubbles, ping pong balls on a table top or in the water, and pin wheels are usually a hit with students with quadriplegia. Medically, it is important that activities like these be done to maintain and improve respiratory function as much as possible.
ADAPTING TOYS
Modifying toys can make them easier to use. There are several types of materials to
use for different needs:
Stabilizing
These materials support play by holding a toy within the child's reach or vision.
Often toys that stay "in one place" can be easier to use. Use them to hold a jackin-
the-box in place or connect a communication
device to a crib.
• Show loop
• Dycem
• Grip Liner; mug mats
• Velcro; Dual Lock (Commercial)
• Suction cups (Commercial)
• Carpet squares (Commercial)
• Magnet tape on toy with cookie sheet as
"table"
Extending/Building Up
These materials are used to build up certain access features. They help children
press too-small buttons or keys, hold puzzle pieces or make markers easier to hold.
• Plasticine
• Magic Model Clay (Crayola)
• Popsicle sticks
• Cylindrical foam padding
• Sponge rollers
• Knobs on puzzles
Highlighting Materials
These materials are used to highlight/enhance certain areas on toys, making them
easier to locate. Change the appearance or feel of the toy pieces. Try highlighting
certain areas or masking others. They help to simplify toy design and facilitate
independent play by children.
• Tape: painters, colored vinyl, colored masking tape
• Colored Velcro tape
• Wikki sticks
• Glued yarn, colored glue
• Black or contrasting color cloth for masking; cardboard templates,
etc.
Attaching
These materials are used to bring items closer to the child,
making reaching, grasping and playing less "work".
• Links (Right Start, Discovery Toys, Commercial)
• Snaps on fabric tape (Fabric store)
• "Stringers" or Magic Shoelaces
• Elastic Straps (Fabric store; other commercial)
• Attach-And-Play (Safety First; local)
• Colored Velcro straps (e.g. computer wire binders)
Confining
These materials preventing a toy from moving too far away from a child-- out of the
child's reach or vision. These items create boundaries to help
a child to control his immediate play environment.
• hula-hoops
• box tops
• planter bases
Other items can be used to create play areas which confine several toys. Their use
may particularly benefit children with visual or physical impairments.
• inflatable boats
• tents
• play environments – e.g. gardens, forts, castle, etc.
• cribs, bathtubs, laundry baskets
Technology
communication boards
screen reader
screen magnification
software
head pointing device
touch screens
talking word processing with writing support
arm support
tilt board
book holder
touch sensitive colored lights
voice recognition products
eye gazing or eye pointing systems
Annotations
http://www.palaestra.com/featurestory.html An incredible wealth of information. Fantastic ideas to benefit all students. Add this one to favorites!
http://letsplay.buffalo.edu/toys/adapting-toys.pdf good information on adapting materials
Cecchini, Marie (1997,September/October). Things To Do. Totline Magazine, 5 Nice activity for helping children communicate in the classroom.
Heward,William.((2009).Exceptional Children. New Jersey:Pearson Source for definitions on severe disabilities.
Kramer, Edith.((1979).Childhood and Art Therapy.New York:Schocken BooksOld book, but useful information regarding the benefits of using art with disabled individuals.
Sunday, April 5, 2009
Health Impairment
Health Impairment
A chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired and results in one or more of the following: limited strength, vitality or alertness including a heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment. The term shall include health impairments due to asthma, attention deficit disorder or attention deficit with hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome, if such health impairment adversely affects a student's educational performance.
IDEA lists a number of different chronic health problems as possible reasons for the other health impairment label, including asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, cardiac conditions, hemophilia, leukemia, rheumatic fever, sickle cell anemia, and nephritis. It would be impossible to list all of the possible characteristics under such a large disability category. This is the primary issue in other health impairment: whatever the condition, the resulting symptoms could adversely impact the student's educational performance. If a child has diabetes, but it is controlled through medication and does not impact learning, special education services are not appropriate for that child.
A chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired and results in one or more of the following: limited strength, vitality or alertness including a heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment. The term shall include health impairments due to asthma, attention deficit disorder or attention deficit with hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome, if such health impairment adversely affects a student's educational performance.
IDEA lists a number of different chronic health problems as possible reasons for the other health impairment label, including asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, cardiac conditions, hemophilia, leukemia, rheumatic fever, sickle cell anemia, and nephritis. It would be impossible to list all of the possible characteristics under such a large disability category. This is the primary issue in other health impairment: whatever the condition, the resulting symptoms could adversely impact the student's educational performance. If a child has diabetes, but it is controlled through medication and does not impact learning, special education services are not appropriate for that child.
Impairments are extremely varied and disabilities range from mild to severe. There may be more than one disability present.
Students with AD/HD are categorized according to their characteristics into three distinct subtypes: predominantly inattentive AD/HD, predominately hyperactive-impulsive AD/HD and combined type AD/HD.
Students with the combined type of AD/HD will have some features of both the inattentive type and the hyperactive-impulsive type of AD/HD. This is the largest population of students carrying the AD/HD label. Students with AD/HD, no matter what subtype, can have deficits in three areas that may impact their educational performance. These three areas are executive functioning, intellectual functioning, and social/emotional functioning.
Executive functioning is the ability to process information, make decisions, and solve problems. Students with AD/HD display deficits in a number of executive functions, including working memory, internalization of speech, self-regulation, and reconstitution. These students often have an inability to learn from the experiences of the past, and can repeatedly make the same mistakes. This problem with memory is often impacted by issues with self-regulation, as these students also have difficulty understanding the effect that their behavior can have on others. In addition, students with AD/HD have trouble internalizing their thoughts and can blurt out inappropriate comments. Reconstitution is the skill of analyzing thoughts and behaviors. It is this deficit in executive functioning that can be the most frustrating to these students: they may know exactly what is expected of them, but are unable to act accordingly.
The average level of intellectual functioning of students with AD/HD is a matter of controversy, but what is certain is that these students frequently have problems with academic achievement. Ten to forty percent of these students are also diagnosed with a learning disability of some type, and 30% have a reading disability. However, these students also can display a high degree of creativity, and can display intense levels of focused concentration on a task of interest.
Students with AD/HD often exhibit a number of emotional issues as well and as many as 25% of these students have some type of anxiety disorder. These emotional issues can lead to conflict with parents, teachers and peers; low self-esteem; difficulty making social connections; and higher rates of alcohol and substance abuse.
Strategies that can be taught to these students:
- Allow extra time for these students to shift from one activity or environment to the next
- Teach these students specific techniques for organizing their thoughts and materials.
- Organize the classroom accordingly, and keep all materials in permanent locations for easy access
- Allow extra time for finishing assignments or for testing
- For more complex activities, simplify steps to make them more manageable
- Seat the student close to the teacher and away from any peers that might be distracting
- Post a daily and weekly schedule that clearly delineates each activity. These schedules can then be used as prompts to direct the student back on task
- Keep these schedules as consistent as possible, and keep unstructured time at a minimum
- As always, meeting with the parents is vital and provides up to date information on the childs progress and needs.
Accommodations - Protruding objects need to be removed or minimized to keep pathways safe.
- High contrast, large-print directional signs should be posted
- Provide at least one adjustable workstation so individuals who use wheelchairs and users of various heights and body types can access the computer comfortably. Computer adjustment controls also need to be accessible.
- Document holders should be available to position documentation so it can be easily read.
- Documentation needs to be provided in alternative formats, or available in a timely manner (e.g. Braille, large print, audio and electronic text).
- Printed materials should be within reach from a variety of heights.
- Hearing protectors should be provided for those who are easily distracted by noise in the facility.
- Foam wedges
- Switch operated toys
- adhesive to secure paper to wheelchair tray
- velcro fasteners on dress-up clothing
- table top easels
- thicken handles of writing and drawing utensils
- wristband puppets allow children to dramatize stories
- a mirror placed horizontally allows child to be included in role-play activites in the dramatic play area.
- milk carton blocks require less strength to lift and are cheap to make
Use of computers greatly enhances learning. Computers should have the following features: - Accessible on/off switches.
- Flexible positioning or mounting of keyboards, monitors, etc.
- Software utilities that consolidate multiple or sequential keystrokes.
- Mouth sticks, head sticks, or other pointing devices.
- Keyguards.
- Modified keyboards (e.g., expanded, mini, or one-handed).
- Trackballs or other input devices provide an alternative to a mouse.
- Keyboard emulation with specialized switches that allow the use of scanning or Morse code input.
Annotations
http://www.doe.mass.edu/sped/links/healthimpair.html Website contains links to specific impairments
http://www.washington.edu/doit/Faculty/Strategies/Academic/Adaptive/ Good source for information about assistive technology
http://www.projectidealonline.org/documents/adhd-teaching-2008.pdf The best source for instructional teaching practices. Broken down and easy to read.
Miller, Susan Ed.D. (1997) Adapting The Environment For Children With Special Needs. Totline Magazine, September-October, 8-9 Excellent ideas for preschool environment
Handout from KAEYC, (2001). Share Fair. Manhattan, KS. Good section on adaptations. Very doable and beneficial for entire classroom.
Sunday, March 29, 2009
visual impairment
Visual Impairment
The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows:
"Partially sighted" indicates some type of visual problem has resulted in a need for special
education
"Low vision" generally refers to a severe visual impairment, not necessarily limited to
distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, braille.
"Legally blind" indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point)
Totally blind students learn via braille or other non-visual media.
Visual impairment is the consequence of a functional loss of vision, rather than the eye disorder itself. Eye disorders which can lead to visual impairments can include retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, and infection.
The effect of visual problems on a child's development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays.
A young child with visual impairments has little reason to explore interesting objects in the environment and, thus, may miss opportunities to have experiences and to learn. This lack of exploration may continue until learning becomes motivating or until intervention begins. Early intervention has been able to minimize these delays in many cases.
Fine motor skills may develop more slowly for visually impaired children, since vision allows both imitation and refinement of skills. Grasp patterns may progress more slowly (inhibiting the use of spoons, crayons, etc.), and "school skills" such as block building, pasting, coloring, and using scissors may appear to be delayed. The lack of these skills should not be used as an indicator of retardation, however, since such delays might be expected (especially of blind children); these skills are usually acquired satisfactorily, although somewhat later.
Self-help skills (e.g., eating, dressing, grooming, toileting) are primarily imitated skills. When vision is impaired, a child does not have the ability to observe how others behave or care for their own needs. Most self-help skills must be specifically taught to visually impaired children, and blind children require the most time and attention given to these skills. Since independence is always a primary goal for visually impaired children, attention to self-help skills at the preschool level is an urgent consideration.
Social skills are a particular challenge for children with visual impairments. One aspect of social skills is often overlooked - that of play. Visually impaired children may not know how to play because they do not observe how objects are used by others or what models of objects (e.g., cars, dolls, miniature tools) mean.
modifications
Speak to the class upon entering and leaving the room or site.
Call the student with a vision impairment by name if you want his/her attention.
Seat the student away from glaring lights
Describe, in detail, pertinent visual occurrences of the learning activities.
Give verbal notice of room changes,
Identify yourself by name,
If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.
Orally, let the student know if you need to move or leave or need to end a conversation.
If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.
Large Print books are made available
raised line drawings, or
thermoforms
tape books
Technology
wide selection of
magnifying devicesare available that can be used by visually impaired students to assist in reading or working with objects that need to be observed.
A screen reader, low vision projection screen, or an item like outSPOKEN or a similar system can be used to read a computer screens.
A screen magnifier may be used to enlarge print on a computer screen.
Make equipment available that the student with a vision impairment can access in interpreting and understanding the results of laboratory exercise (e.g. , calculators, talking thermometers, magnifiers, etc.
When using a computer, the student with a visual disability can use a remote voice system to verbally enter commands.
Teaching strategies
modeling clay, collage materials, fabric, sensory experiences
much vocal instruction
music activities
encouraged social activities - show and tell etc.
pin the tail on the donkey and other games which would allow all the children to experience
visual impairment
syllable clapping
feely bags
buddy system when walking to and from classroom
hands on counting games rather than visual
tactile letters cut from sandpaper and glued onto tagboard or pieces of wood
Annotations
http://www.kidsource.com/NICHCY/visual.html in a nutshell definition and characteristics
http://www.viguide.com/products.htm lots of assistive products available through this company
http://www.as.wvu.edu/~scidis/vision.html good strategies for teaching visually impaired
http://www.navh.org/ You can order paper and writing products from this company
http://www.readingrockets.org/ There are some wonderful phonemic awareness activities here that I’m anxious to try
The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments. They are defined as follows:
"Partially sighted" indicates some type of visual problem has resulted in a need for special
education
"Low vision" generally refers to a severe visual impairment, not necessarily limited to
distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, braille.
"Legally blind" indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point)
Totally blind students learn via braille or other non-visual media.
Visual impairment is the consequence of a functional loss of vision, rather than the eye disorder itself. Eye disorders which can lead to visual impairments can include retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, and infection.
The effect of visual problems on a child's development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays.
A young child with visual impairments has little reason to explore interesting objects in the environment and, thus, may miss opportunities to have experiences and to learn. This lack of exploration may continue until learning becomes motivating or until intervention begins. Early intervention has been able to minimize these delays in many cases.
Fine motor skills may develop more slowly for visually impaired children, since vision allows both imitation and refinement of skills. Grasp patterns may progress more slowly (inhibiting the use of spoons, crayons, etc.), and "school skills" such as block building, pasting, coloring, and using scissors may appear to be delayed. The lack of these skills should not be used as an indicator of retardation, however, since such delays might be expected (especially of blind children); these skills are usually acquired satisfactorily, although somewhat later.
Self-help skills (e.g., eating, dressing, grooming, toileting) are primarily imitated skills. When vision is impaired, a child does not have the ability to observe how others behave or care for their own needs. Most self-help skills must be specifically taught to visually impaired children, and blind children require the most time and attention given to these skills. Since independence is always a primary goal for visually impaired children, attention to self-help skills at the preschool level is an urgent consideration.
Social skills are a particular challenge for children with visual impairments. One aspect of social skills is often overlooked - that of play. Visually impaired children may not know how to play because they do not observe how objects are used by others or what models of objects (e.g., cars, dolls, miniature tools) mean.
modifications
Speak to the class upon entering and leaving the room or site.
Call the student with a vision impairment by name if you want his/her attention.
Seat the student away from glaring lights
Describe, in detail, pertinent visual occurrences of the learning activities.
Give verbal notice of room changes,
Identify yourself by name,
If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.
Orally, let the student know if you need to move or leave or need to end a conversation.
If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.
Large Print books are made available
raised line drawings, or
thermoforms
tape books
Technology
wide selection of
magnifying devicesare available that can be used by visually impaired students to assist in reading or working with objects that need to be observed.
A screen reader, low vision projection screen, or an item like outSPOKEN or a similar system can be used to read a computer screens.
A screen magnifier may be used to enlarge print on a computer screen.
Make equipment available that the student with a vision impairment can access in interpreting and understanding the results of laboratory exercise (e.g. , calculators, talking thermometers, magnifiers, etc.
When using a computer, the student with a visual disability can use a remote voice system to verbally enter commands.
Teaching strategies
modeling clay, collage materials, fabric, sensory experiences
much vocal instruction
music activities
encouraged social activities - show and tell etc.
pin the tail on the donkey and other games which would allow all the children to experience
visual impairment
syllable clapping
feely bags
buddy system when walking to and from classroom
hands on counting games rather than visual
tactile letters cut from sandpaper and glued onto tagboard or pieces of wood
Annotations
http://www.kidsource.com/NICHCY/visual.html in a nutshell definition and characteristics
http://www.viguide.com/products.htm lots of assistive products available through this company
http://www.as.wvu.edu/~scidis/vision.html good strategies for teaching visually impaired
http://www.navh.org/ You can order paper and writing products from this company
http://www.readingrockets.org/ There are some wonderful phonemic awareness activities here that I’m anxious to try
Saturday, March 21, 2009
hearing impairment
Hearing Impairment
Hearing impairment is the decreased ability to hear and discriminate among sounds. It is one of the most common birth defects. Each year in the United States, about 12,000 babies (3 in 1,000) are born with significant hearing impairment. Hearing impairment that is present at birth is called congenital hearing impairment. Hearing impairment also can develop later in childhood or during adulthood.
The Centers for Disease Control and Prevention (CDC) recommends that all babies be screened for hearing impairment before 1 month of age, preferably before they leave the hospital. This is because language and communication develop rapidly during the first two to three years of life, and undetected hearing impairment can lead to delays in developing these skills. Without newborn screening, children with hearing impairment usually are not diagnosed until 2 to 3 years of age.
The goal of early screening, diagnosis and treatment is to help children with hearing impairment develop language and academic skills equal to those of their peers. Most states have an Early Hearing Detection and Intervention Program to help ensure that all babies are screened, and that infants who do not pass the screening receive the follow-up care they need.
Hearing impairment can be inherited (genetic) or nongenetic. Nongenetic causes include illness or injury occurring before, during or after birth. In some cases, the cause of hearing impairment is not known. About 90 percent of babies with congenital hearing impairment are born to hearing parents.
Genetic factors are believed to cause 33 percent of cases of hearing impairment in infants and young children. Scientists believe that mutations (changes) in as many as 400 genes may contribute to hearing impairment.
Genetic causes of hearing impairment can be:
Syndromatic: One feature of a group of birth defects that occur together. This type of impairment accounts for about 30 percent of cases.
Nonsyndromatic: A solitary birth defect. About 30 percent of cases of nonsyndromatic hearing impairment are caused by a mutation in a gene called Connexin 26.
About one-third of cases of hearing impairment are caused by nongenetic factors. They include illnesses during pregnancy, such as:
Rubella (German measles)
Cytomegalovirus infections
Toxoplasmosis
Herpes infection
Syphilis
Preterm birth (before 37 completed weeks of pregnancy) also can be a cause.
After birth, head injuries and childhood infections (such as meningitis, measles or chickenpox) can cause permanent hearing impairment. Certain medications, such as the antibiotic streptomycin and related drugs, also can cause hearing impairment.
Ear infection (otitis media) may cause temporary hearing impairment. Frequent and poorly treated ear infections can cause damage sufficient to impair hearing.
The causes of the remaining third of cases of hearing impairment in infants and children are unknown.
The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related services programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately.
Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."
Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."
Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.
Characteristics
It is useful to know that sound is measured by its loudness or intensity (measured in units called decibels, dB) and its frequency or pitch (measured in units called hertz, Hz). Impairments in hearing can occur in either or both areas, and may exist in only one ear or in both ears. Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies most greatly associated with speech. Generally, only children whose hearing loss is greater than 90 decibels (dB) are considered deaf for the purposes of educational placement.
There are four types of hearing loss. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the conduction pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically.
Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves which supply it. These hearing losses can range from mild to profound. They often affect the person's ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible.
A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain.
Hearing impairment is the decreased ability to hear and discriminate among sounds. It is one of the most common birth defects. Each year in the United States, about 12,000 babies (3 in 1,000) are born with significant hearing impairment. Hearing impairment that is present at birth is called congenital hearing impairment. Hearing impairment also can develop later in childhood or during adulthood.
The Centers for Disease Control and Prevention (CDC) recommends that all babies be screened for hearing impairment before 1 month of age, preferably before they leave the hospital. This is because language and communication develop rapidly during the first two to three years of life, and undetected hearing impairment can lead to delays in developing these skills. Without newborn screening, children with hearing impairment usually are not diagnosed until 2 to 3 years of age.
The goal of early screening, diagnosis and treatment is to help children with hearing impairment develop language and academic skills equal to those of their peers. Most states have an Early Hearing Detection and Intervention Program to help ensure that all babies are screened, and that infants who do not pass the screening receive the follow-up care they need.
Hearing impairment can be inherited (genetic) or nongenetic. Nongenetic causes include illness or injury occurring before, during or after birth. In some cases, the cause of hearing impairment is not known. About 90 percent of babies with congenital hearing impairment are born to hearing parents.
Genetic factors are believed to cause 33 percent of cases of hearing impairment in infants and young children. Scientists believe that mutations (changes) in as many as 400 genes may contribute to hearing impairment.
Genetic causes of hearing impairment can be:
Syndromatic: One feature of a group of birth defects that occur together. This type of impairment accounts for about 30 percent of cases.
Nonsyndromatic: A solitary birth defect. About 30 percent of cases of nonsyndromatic hearing impairment are caused by a mutation in a gene called Connexin 26.
About one-third of cases of hearing impairment are caused by nongenetic factors. They include illnesses during pregnancy, such as:
Rubella (German measles)
Cytomegalovirus infections
Toxoplasmosis
Herpes infection
Syphilis
Preterm birth (before 37 completed weeks of pregnancy) also can be a cause.
After birth, head injuries and childhood infections (such as meningitis, measles or chickenpox) can cause permanent hearing impairment. Certain medications, such as the antibiotic streptomycin and related drugs, also can cause hearing impairment.
Ear infection (otitis media) may cause temporary hearing impairment. Frequent and poorly treated ear infections can cause damage sufficient to impair hearing.
The causes of the remaining third of cases of hearing impairment in infants and children are unknown.
The Individuals with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related services programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately.
Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."
Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."
Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.
Characteristics
It is useful to know that sound is measured by its loudness or intensity (measured in units called decibels, dB) and its frequency or pitch (measured in units called hertz, Hz). Impairments in hearing can occur in either or both areas, and may exist in only one ear or in both ears. Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies most greatly associated with speech. Generally, only children whose hearing loss is greater than 90 decibels (dB) are considered deaf for the purposes of educational placement.
There are four types of hearing loss. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the conduction pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically.
Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves which supply it. These hearing losses can range from mild to profound. They often affect the person's ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible.
A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain.
Parents should be alert to any signs of hearing impairment and discuss them with their child's health care provider. Some signs include:
* Failure to startle at loud sounds
* Not turning toward the sound of a voice or imitating sounds after about 6 months of age
* Lack of babbling at 9 months of age
* Not using single words by 18 months of age *Using gestures instead of words to express needs
* Parents should be concerned about hearing impairment in older children if they:
* Develop vocabulary more slowly than their peers
*Have speech that is difficult to understand or that is too loud or too soft
* Often ask for words to be repeated
*Turn on the TV too loud
*Appear inattentive at school and have difficulties learning to read or perform simple mathematics
Instructional methods
Provide opportunities for fingerplay games with child ( i.e. eensy weensy spider, waving your fingers in fun patterns for the child to see).
visual learning - child can help make signs for classroom ie. Toy shelf, book area, art center
feely bag - children pick out on object and class learns the sign for it
Picture books
communication board - velcro strips are placed on a board with pictures of items frequently used by child throughout his day; ie. Water, bathroom, pencil, etc. Parental involvement in making this is great for establishing more communication between teacher and caregiver.
modifications
use proper lighting in the room. Dim lights make it harder for the visual learner.
Use a circular seating arrangement. This offers deaf or hard of hearing students the best advantage for seeing all class participants.
When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.
Repeat the comments and questions of other students, especially those from the back rows; acknowledge who has made the comment so the deaf or hard of hearing student can focus on the speaker.
When appropriate, ask for a hearing volunteer to team up with a deaf or hard of hearing student
Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter
If there is an interruption in the class, get the deaf or hard of hearing student's attention before resuming teaching.
Use visuals frequently. Because visual information is a deaf student's primary means of receiving information, films, overheads, diagrams, and other visual aids are useful instructional tools.
Be flexible: allow a deaf student to work with audiovisual material independently and for a longer period of time.
Don't assume. When in doubt about how to assist the student, ask him or her.
Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).
regular speech, language, and auditory training from a specialist;
services of an interpreter for those students who use sign language;
favorable seating in the class to facilitate lip reading;
captioned films/videos;
instruction for the teacher and peers in alternate communication methods, such as sign language
Make sure you have a deaf student's attention before speaking. A light touch on the shoulder, a wave, or other visual signal will help.
technology
assistive listening devices, TTYs, volume control telephones, signaling devices (e.g., a flashing light to alert individuals to a door knock or ringing telephone), notetakers, and captions for films and videos.
amplification systems to be used by teacher and student
cochlear implant
hearing aid
Annotations
http://www.marchofdimes.com/professionals/14332_1232.asp nice check list for care givers to refer to
http://www.cdc.gov/ncbddd/ehdi/ good FAQ information
http://www.nlm.nih.gov/medlineplus/hearingproblemsinchildren.html#cat5
http://www.helpkidshear.org/resources/education/teachers.htm excellent instructional strategy ideas and a section for kids games
Medwid, Daria., & Weaton, Denise.(1995). Kid - Friendly Parenting with Deaf and Hard of hearing Children.Washington, DC. Galluadet University Press This book has many great ideas for activities to promote better behavior through fun activities.
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