Overview of Disabilities - Allegheny Intermediate Unit
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Transcript Overview of Disabilities - Allegheny Intermediate Unit
Development and
Characteristics of
Learners
Overview of
Disabilities
Standard # 2
Paraeducator Training
1
Local Policy
Your local district’s policies regarding
paraeducator job descriptions, duties,
and responsibilities provide the final
word!
2
Agenda
Characteristics of student development
Identify thirteen (13) disability categories
as listed in IDEA
Characteristics of the disability
Issues related to the disability
Discuss paraeducator’s role in
supporting students with disabilities
3
Learner Outcomes
Participants will be able to:
Recognize importance of student development
Identify thirteen disability categories
List characteristics of the disability
Discuss issues related to the disability
Describe the paraeducator’s role in supporting
students with disabilities
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Student Support Activity
Look at handout #1
Describe the student
Physical development
Social/emotional skills
including behavior
Cognitive and communication
abilities
Daily living skills
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Developmental Expectations:
Children learn naturally
All students grow at their own
developmental pace.
Some students experience
delays in their development.
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To Teach Effectively…
…educators must always keep in mind the
dynamics and needs of the group as well
as the individual characteristics and needs
of each student in the group…
This is where your assistance is needed.
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How Children Develop
and Learn
Adults must know how students are
working developmentally, as well as
what makes each student unique.
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How Children Develop
and Learn
Child development is the accepted
body of knowledge about how
students grow and learn.
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How Children Develop
and Learn
Five areas of development that make up the whole child:
1.Physical
2.Cognitive
3.Speech and Language
4.Self help
5.Social/emotional
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The Five Primary
Developmental Areas
Physical development –
the ability to move, see, and hear
Cognitive development the ability to think and learn
Speech and Language development the ability to talk, express needs
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The Five Primary
Developmental Areas
Self help (or adaptive development)
the ability to eat, dress, and take care
of themselves
Social and emotional development –
the ability to relate to others
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How Children Develop
and Learn
These developmental
areas are interrelated –
development in one area
affects other areas.
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How Children Develop
and Learn
All students bring to school a set of
unique characteristics and experiences
that affect how they respond to school
experiences, relate to others, and learn.
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How Children Develop
and Learn
Effective teachers and other
adults learn about each student
in order to individualize teaching
and learning.
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Child Development and Disabilities
Child development
impacts the disability
The disability
impacts child
development
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Student Support Activity
Handout #1
Review the skills and
abilities of a student
you know.
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Introduction to Disability
Categories
Need to identify the disability:
For eligibility
To better match related services to student
needs
Match individual development levels with
appropriate support
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Thirteen disability categories
as listed in IDEA
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Autism
Deaf-blindness
Deafness
Hearing impairment
Emotional disturbance
Mental retardation
Multiple disabilities
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Thirteen disability categories
as listed in IDEA
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Orthopedic impairment
Other health impairment
Specific learning disability
Speech/language impairment
Traumatic brain injury
Visual impairment
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Disability Categories:
Autism
Autism
is a developmental disorder
significantly affecting verbal and nonverbal
communication. Students with this
disability have difficulties with
communication, behavior, and social skills.
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Characteristics of Autism
Difficulties understanding spoken
language
Difficulties expressing needs verbally
Poor pronunciation and voice control
Misunderstanding social situations
Problems in understanding gestures
Unusual responses to touch, taste, smell,
and/or sounds
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Characteristics of Autism
Clumsiness in skilled movements
Aloofness and social withdrawal
Resistance to change
Socially embarrassing behavior
May appear fearful
May play differently, line up or spin objects
Often better with visual skills
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Characteristics of Autism
What might you do?
provide structure in routine and classroom
environment
prepare students for changes in routine
use very concrete language
make language visual
observe activities to identify support needs
provide choices
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Disability Categories:
Deaf-Blindness
Deaf-blindness is the combination of a visual
impairment and a hearing loss.
Educational approaches to address only one
of these problems is not be the best way to
help a student learn.
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Characteristics of DeafBlindness
What might you do?
• Teach through touch to help with
extensive sensory loss
• Hand-under-hand is an essential
instructional strategy
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Characteristics of DeafBlindness
What might you do?
Maximize the use of vision and hearing
Learn successful procedures for
“greeting” each student
Help students orient themselves to
classroom, bathroom, cafeteria, etc.
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Disability Categories:
Deafness
Deafness is a hearing loss so severe that the
student cannot get information through the
sense of hearing, even with the use of
amplification.
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Characteristics of Deafness
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May exhibit unintelligible or no speech
Possible speech and/or language delays
Usually use hearing aids
May use assistive listening devices
May use sign language
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Characteristics of Deafness
What might you do?
Help the student learn to operate their
listening device
Meet with interpreter to share
homework, vocabulary
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Characteristics of Deafness
What might you do?
Look at environment for best
seating
Work with others to follow good
communication behavior
Facilitate student learning
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Disability Categories:
Hearing Impairment
Hearing impairment means an impairment in
hearing, whether permanent or fluctuating,
that adversely affects a child’s educational
performance. It is not as severe as deafness.
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Characteristics of Hearing
Impairment
• May exhibit unintelligible or no speech
• Possible speech and/or language delays
• Usually use hearing aids
• May use assistive listening devices
• May use sign language
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Characteristics of Hearing
Impairment
What might you do?
Optimize learning environment
Organize their instructional materials
Communicate clearly
Promote self-advocacy
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Activity
Look at Handout #3
Consider the disabilities that we have just
discussed: autism, deaf-blind, deafness, and
hearing impairment.
Answer the three questions on the handout
relating to these disability categories.
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Disability Categories:
Emotional Disturbance
A condition exhibiting one or more of the
following characteristics which occur over a
period of time, and to a marked degree, which
affect a child’s ability to learn:
difficulty building or maintaining interpersonal
relationships
inappropriate behavior or feelings
The inability to learn cannot be explained by
intellectual, sensory or health factors
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Characteristics of Emotional
Disturbance
Immaturity (inappropriate crying, temper
tantrums, poor coping skills)
Possible learning difficulties (academically
performing below grade level)
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Characteristics of Emotional
Disturbance
Students with the most serious emotional
disturbances may exhibit:
distorted thinking
excessive anxiety,
bizarre motor acts
abnormal mood swings
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Characteristics of Emotional
Disturbance
What might you do?
Keep rules short
Check for understanding
Provide verbal cues to students to
remind them to prepare for changing
classes or going home
Give written cues such as
schedules or To Do Lists
Remain patient!
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Disability Categories:
Mental Retardation
Students
with this disability have impaired
mental development which adversely affects
their educational performance, and who exhibit
impaired adaptive behavior in learning,
maturation, or social development.
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Characteristics of Mental
Retardation
Intelligence testing score of 70 or below
Difficulties with learning, communication,
social, academic, vocational, and
independent living skills
Varies: mild, moderate, severe, profound
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Characteristics of Mental
Retardation
What might you do?
Make instruction and practice more concrete
and personally relevant by relating them to
tasks and experiences the student
understands
Provide additional practice on skills
Provide skill practice and lots of repetition
Break down tasks in to small units-prompts
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Characteristics of Mental
Retardation
What might you do?
Provide social skill instruction
Repeat instructions or activity
descriptions;
Keep directions simple
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Disability Categories:
Multiple Disabilities
Students with multiple disabilities have
more than one disabling condition.
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Characteristics of
Multiple Disabilities
Students with severe or multiple disabilities
may exhibit a wide range of characteristics,
depending on the combination and severity of
disabilities, and the person’s age. There are,
however, some traits they may share,
including:
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Characteristics of Multiple
Disabilities
Limited speech or communication
Difficulty in basic physical mobility
Trouble generalizing skills from one situation
to another; and/or
A need for support in major life activities
(e.g., self-care, leisure, community use,
vocational).
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Disability Categories:
Multiple Disabilities
What might you do?
Provide physical support in daily
activities: dressing, feeding, toileting
Learn positioning techniques
Use safe lifting techniques
Ask for training in specialized areas
(tube feeding, seizures)!
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Disability Categories:
Orthopedic Impairment
Student with this disability have skeletal
or physical problems which may be first
seen at birth (e.g., cerebral palsy, spina
bifida), may be the result of disease
(e.g., meningitis), or may be the result of
an accident (e.g., amputation).
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Disability Categories:
Orthopedic Impairment
What might you do?
Learn to accommodate the
classroom environment
Use assistive devices for writing skills
and communication
Consider logistics and plan for
inclusion
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Disability Categories:
Other Health Impairment
Students with this disability have
limited or heightened sensitivities to
their environment, or limited strength or
endurance caused by health problems
like asthma, diabetes, or epilepsy.
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Disability Categories:
Other Health Impairment
What might you do?
Be sure you are aware of serious
health problems
Get clear direction on what you need
to do in an emergency
Monitor safety and health
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Activity
Look at Handout #3 continued
Consider the disabilities that we have just
discussed: emotional disturbance, mental
retardation, multiple disabilities, orthopedic
impairment, and other health impairment.
Answer the three questions on the handout
relating to these disability categories.
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Disability Categories:
Specific Learning Disability
Learning disability is a general term that
describes specific kinds of learning problems. A
learning disability can cause a person to have
trouble learning and using certain skills. The
skills most often affected are: reading, writing,
listening, speaking, reasoning, and math.
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Characteristics of Specific
Learning Disability
Students may have difficulty:
Taking in, remembering, and producing
information
Understanding, connecting and relating new
information
Planning, organizational, study and problemsolving skills
Social skills and self-esteem
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Characteristics of Specific
Learning Disability
What might you do?
Adapt the physical
environment
Provide organizational
changes in areas such as
time, instructional methods,
or materials
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Disability Categories:
Specific Learning Disability
What might you do?
Use advance organizers (outlines, study
guides, focus questions) to structure
classroom
Allow more time for assignments,
projects
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Disability Categories:
Speech/Language Impairment
Difficulty with one of the following:
Producing speech sounds or whole words
Receptive and expressive language skills
Conversational skills
May be related to other disabilities such as
mental retardation, autism or cerebral palsy
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Characteristics of
Speech/Language Impairment
Speech Disorders:
interruption in flow or rhythm of speech
problems with the way sounds are
formed
difficulties with the pitch, volume, or
quality of the voice
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Characteristics of
Speech/Language Impairment
Language Disorders:
inability to express ideas
inappropriate grammatical patterns
reduced vocabulary
inability to follow directions
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Characteristics of
Speech/Language Impairment
What might you do?
Adapt the physical environment
Provide many opportunities for student
to interact verbally or through alternate
means (pictures, symbols, etc.)
With student who stutters, use nonverbal
listening skills
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Disability Categories:
Traumatic Brain Injury
A traumatic brain injury (TBI) is an injury to
the brain caused from a blow to the head.
This injury can change how a person acts,
moves, and thinks. A traumatic brain injury
can also change how a student learns and
acts in school.
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Characteristics of Traumatic
Brain Injury
Students with TBI may have one or more
difficulties, including:
Sensory issues
Physical disabilities
Headaches
Fatigue
Seizures
Paralysis…
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Characteristics of Traumatic
Brain Injury
Difficulties with thinking
Short and long term memory
Concentration
Social, behavioral, or emotional problems
Mood, emotional changes
Relating to others
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Characteristics of Traumatic
Brain Injury
What might you do?
Provide a structured environment
Shorten homework assignments
Use lots of drill and practice
Break instruction into smaller amounts
of time
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Characteristics of Traumatic
Brain Injury
What might you do?
Allow student to keep extra set of books
at home
Be clear on classroom rules &
expectations …repeat them often…
check for understanding
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Disability Categories:
Visual Impairment
Students with this disability are blind or have
low vision.
The terms partially sighted, low
vision, legally blind, and totally blind
are used in the educational context to
describe students with visual
impairments.
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Characteristics of Visual
Impairment
Students with Visual Impairment:
have little reason to explore environment
missing opportunities to learn
Are unable to imitate social behavior
Do not understand nonverbal cues
May have obstacles to independence
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Characteristics of Visual
Impairment
What might you do?
Use concrete materials and tactile aids
like relief maps, math manipulatives,
and raised-line paper for writing
Encourage hands-on learning
Help students “see”, e.g. incidental
learning
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Characteristics of Visual Impairment
What might you do?
Produce modified materials on a
Expect and support active
participation and engagement in
learning
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Activity
Look at Handout #3 one more time
Consider the disabilities that we have just
discussed: specific learning disability,
speech/language impairment, traumatic brain
injury, and visual impairment.
Answer the three questions on the handout
relating to these disability categories.
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Student Support Activity
Look at your Student Support
Activity Handout #1
Using your notes from Handout #3
complete the section on ideas for
supporting your student.
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What have we talked about?
The importance of student development
Thirteen disability categories
Characteristics of the disability
Issues related to the disability
The Paraeducator’s role in supporting students
with disabilities
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Afterschool Videoconferences:
Check www.pattan.net
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