low incidence disabilities severe intellectual disabilities hard of hearing and deaf visual...
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Low incidence disabilities
Severe intellectual disabilitiesHard of hearing and deaf
Visual impairments
Prevalence of intellectual disabilities Estimates vary: 1/1000 in BC schools - DSM-IV predicts 1%
More males than females – 1.3:1
Organic Cultural-familial
Definition Individual shows clear organic cause of mental retardation
Individual shows no obvious cause; sometimes another family member is also retarded
Characteristics -More prevalent at moderate to profound levels-Equal or near-equal rates across all ethnic and SES levels-More often associated with other physical disabilities
-More prevalent at mild levels-Higher rates within minority groups and low-SES levels-Few associated physical or medical disabilities
Causes -Prenatal (genetics) – Down syndrome, fragile X, Prader-Willi-Perinatal (prematurity, anoxia, FAS)-Postnatal (head trauma, meningitis)
-Polygenic (parents with low IQ)-Environmentally deprived-Undiagnosed organic conditions
Funding To receive Level 2 Funding ($18 300 per year)
students need a diagnosis of moderate to profound intellectual disability
Mild intellectual disability receives funding through the general allocation.
Diagnosis of intellectual disabilities
Mild intellectual disability Moderate to profound intellectual disability
2 or more SD below the mean on Level C tests measuring academic functioning
3 or more SD below the mean on Level C tests measuring academic functioning
Approx. 2 or more SD below the mean on at least two areas measured by tests of adaptive functioning
Approx. 3 or more SD below the mean on at least two areas measured by tests of adaptive functioning
Current IEP Current IEP
Ongoing special education services beyond those offered to the general population
Ongoing special education services beyond those offered to the general population
Services in IEP relate directly to special need
Services in IEP relate directly to special need
Most common assessments used in BC Schools
Intelligence Stanford-Binet Wechsler Intelligence Scales
Adaptive behaviour Vineland Adaptive Behavior Scales The Scales of Independent Behaviour Adaptive Behaviour Assessment System
Interpreting Results
Both WISC-IV and Stanford-Binet use scaled scores to describe subtests and full scale IQ to describe overall intelligence.
Subtests - Scaled scores: M=10, SD=3 FSIQ - Standard scores: M=100, SD=15
Scaled Scores 1 4 7 10 13 16 19
Standard Scores 55 70 85 100 115 130 145
Assessing Adaptive Behaviour
Adaptive behaviour Refers to how well a student adapts to
the environment Looking at whether student's behaviour
is developmentally appropriate
Assessing Adaptive Behaviour
Adaptive behaviour Refers to how well a student adapts to
the environment Looking at whether student's behaviour
is developmentally appropriate
Subtests in tests of adaptive behaviour
Vineland Adaptive Behaviour Scales
Adaptive Behaviour Assessment System
Communication Communication (Conceptual)
Daily Living Skills Self-care, health and safety, community use, home/school living, work (Practical), self-direction (Conceptual)
Socialization Social, Leisure (Social)
Motor Skills
Maladaptive Behaviour
Functional academics (Conceptual)
Cognitive Processes
Zigler's similar-sequence hypothesis Children with intellectual disabilities would
proceed through the various cognitive sequences found in children without intellectual disabilities.
Research largely supports this hypothesis: Sensorimotor development, affective
responding, identify and equivalence conservation, moral reasoning, comparison processes, time, space, relative thinking, role taking, mental imagery, geometric concepts, classification, class inclusion, etc...
Cognitive processes
Zigler's similar-structure hypothesis Children with intellectual disabilities
have the same organization of intelligence as do children without intellectual disabilities.
Children with and without intellectual disabilities who have the same MA should perform similarly on cognitive tasks (i.e., attentional, linguistic, information-processing, vocabulary)
No single deficit causing impaired functioning; demonstrate a flat profile from one domain to another
Cognitive processes
Zigler's similar-structure – research Largely supported for familial intellectual
disabilities (though possibly some slight deficits in memory and learning set formation)
Less clear for organic intellectual disabilities
Down syndrome – deficits in linguistic grammar
Fragile-X – perform well on holistic tasks and poorly on bit-by-bit processing
Williams syndrome – skill in language tasks
Remediation Behavioural approach
ABC – Antecedents, Behaviour, Consequence
Observe what happens before the behaviour, describe behaviour, what happens immediately following behaviour?
Develop a plan to control the antecedent or change the consequence to change the behaviour
Task analysis to teach new concepts
Differentiation exercise
In groups or individually... Step#1: Select a level of
adaptation/modification required Step#2: Discuss a lesson plan Step#3: Use the adaptation/modification
ideas to discuss how you will adapt or modify...
The environment The presentation of information The materials The representation of knowledge
Hard of hearing and deaf
The severity of hearing loss is categorized according to the increase in volume that must be made above the usual level before the listener can detect it.
Hearing loss is measured across a range of frequencies from low sounds to higher pitched sounds
Type of hearing
loss
dB loss Characteristic
Minimal loss 16-25 May have difficulty hearing faint or distant speech. If speech is too rapid with noisy background some information will be lost.
Mild 26-40 Student may miss up to 50% of class discussions
Moderate 41-55 Conversation from 3-5 feet away can be understood if vocab. Is controlled. Amplification is essential. Attention to language, reading, writing
Moderate to severe
56-70 Student can miss up to 100\5 of speech information. Full time use of amplification is essential. Attention to all language based subjects.
Severe 71-90 Student can only hear loud noises at close distances. Require amplification, auditory training, instruction in reading, language, and speech dev.
Profound >90 Student relies on vision rather than hearing for processing information. Candidate for signing and specialized instruction in reading, speech, and language dev.
Type of hearing
loss
dB loss Characteristic
Minimal loss 16-25 May have difficulty hearing faint or distant speech. If speech is too rapid with noisy background some information will be lost.
Mild 26-40 Student may miss up to 50% of class discussions
Moderate 41-55 Conversation from 3-5 feet away can be understood if vocab. Is controlled. Amplification is essential. Attention to language, reading, writing
Moderate to severe
56-70 Student can miss up to 100\5 of speech information. Full time use of amplification is essential. Attention to all language based subjects.
Severe 71-90 Student can only hear loud noises at close distances. Require amplification, auditory training, instruction in reading, language, and speech dev.
Profound >90 Student relies on vision rather than hearing for processing information. Candidate for signing and specialized instruction in reading, speech, and language dev.
Prevalence
1 in 1000: profoundly deaf before 3 6 in 1000: born with hearing loss 1 in 16: impairment serious enough to
effect communication.
Hearing loss in the classroom
Most students with hearing loss in regular classrooms have enough residual hearing to process language through hearing with appropriate amplification (and possibly speech-reading)
Amplification: FM to hearing aid Sound field system Personal sound field system
Amplification
Hearing aid
FM to hearing aid
Sound field system
Personal sound field system
Step#1: Assessment and interpretation
Assessment DB loss Language development Communication skills Academic achievement
Consult with specialist teacher of the deaf and hard of hearing to determine what the results of the assessment mean for your student and from your class
Step#2: Planning
IEP's generally include specific instruction in:
Language development Auditory management Speech development Speech-reading Sign language (as required) Deaf culture (when appropriate)
Step#3: Differentiating Ensure student sees your face at all times Minimize glare (don't have student looking
into bright lights/sun) Speak naturally Discuss preferable seating Visual outlines – lessons, schedule Use overheads rather than blackboard Summarize information that other
classmates provide in discussion Visual demonstrations
Step#3: Differentiating
Pre-teach vocabulary Provide written summaries Be attuned to student's level of frustration
and provide breaks and support as necessary.
Minimize noise in the classroom (i.e,. tennis balls on chairs)
Sit in circles for classroom discussion Use gestures, body language, and facial
expressions to support communication
Step#3: Differentiating
Check comprehension (i.e., “tell me what you need to do”)
If necessary use pencil and paper to communicate if you are having problems being understood
Remain in one position as much as possible while communicating
Photocopy another students notes for this student so they can fully attend to the conversation
Visual impairments
Loss of vision in both eyes, which cannot be corrected with glasses. Degree of loss may vary significantly.
Low vision – print users requiring special equipment (i.e., magnification) and materials (most common)
Blind – usually have some usable vision
Prevalence
Low Vision: 16 out of 1000 students Blindness: 3 out of 10 000 students
Step#1: Assessment and interpretation
Assessment Visual acuity: determine finest detail the
eyes can see Visual fields: determine the degree of
central and peripheral vision Functional vision: administered by vision
resource teacher, conducted in real life situations, and are an indicator of useful vision
Consult with vision resource teacher to determine how to make appropriate adaptations to materials and environment and to determine which tools will be useful.
Step#2: Planning
IEP's generally include specific instruction in:
Orientation and mobility skills Concept development Interpersonal communication skills Life skills Academic development
Step#3: Differentiating Prepare
Prepare handouts several days in advance to give vision resource teacher time to adapt the material
Order texts and novels up to one month in advance if you need books enlarged, taped, or Brailled.
Instruct
Talk while you teach Real-life examples - connect abstract concepts Tactile learning Check comprehension (i.e., “Tell me what you
see”)
Step#3: Differentiating
Assessment More time Fewer questions Adapt materials as necessary (or
prepare in advance for vision resource teacher to adapt)
Step#3: Differentiating
For the student who uses print More time for reading, tapes can be useful Provide outlines, highlight key concepts,
provide point form info Skip non-essentials Computers are recommended*
For the student who uses Braille Braille is the work of the specialist teacher Taped books may be appropriate
sometimes Quality over quantity
Aids your student may use
Bold-lined paper Large print or Brailled texts (or handouts) Talking books Tilt-top desks Reading windows Optical enhancers (materials that enlarge,
increase space between, and increase contrast) Tape recorders Braillers (machines for writing braille) Computers (enlarged print, speech output)
Reflection
In one short paragraph outline: The concepts from the readings/course
notes that you were hoping to apply Your contribution How your contribution successfully
applied those concepts