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INTRODUCTION TO EXCEPTIONALITIES SPED 23000 INSTRUCTOR: BRIAN FRIEDT Students with hearing impairments and Students with v...
Some acknowledgements <ul><li>Vision and hearing impairments only appear together so that we can get through all of the ma...
Definitional clarity <ul><li>Hearing impairment </li></ul><ul><ul><li>An impairment in hearing, whether permanent or fluct...
Definitional clarity <ul><li>Vision impairment </li></ul><ul><ul><li>Impairment in vision that, even with correction, adve...
Prevalence
Prevalence <ul><li>Hearing impairments </li></ul><ul><ul><li>0.11% of school age population </li></ul></ul><ul><ul><li>1.2...
Prevalence – hearing impairments <ul><li>Outside general education less than 21% of the day:  49% </li></ul><ul><li>Outsid...
Prevalence – vision impairments <ul><li>Outside general education less than 21% of the day:  58% </li></ul><ul><li>Outside...
Causes, anatomy, screening <ul><li>Refer to the text book </li></ul><ul><li>Not a major priority for our purposes </li></ul>
Sign language <ul><li>Sign language is a true language </li></ul><ul><ul><li>Grammar </li></ul></ul><ul><ul><li>Lexicon </...
Instructional considerations <ul><li>FM amplification </li></ul><ul><li>Testing accommodations (!!) </li></ul><ul><li>Expl...
Vision impairments <ul><li>No indication that intellectual ability is different from the sighted population </li></ul><ul>...
Guest speakers <ul><li>Cochlear implants </li></ul><ul><li>ASL poetry </li></ul><ul><li>Astronomy </li></ul><ul><li>Echolo...
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Hi vi sped 23000

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Transcript of "Hi vi sped 23000"

  1. 1. INTRODUCTION TO EXCEPTIONALITIES SPED 23000 INSTRUCTOR: BRIAN FRIEDT Students with hearing impairments and Students with vision impairments
  2. 2. Some acknowledgements <ul><li>Vision and hearing impairments only appear together so that we can get through all of the material. </li></ul><ul><li>Heavy on guest speakers for these topics, lighter on lecture and reading. </li></ul><ul><li>The book is your friend. </li></ul>
  3. 3. Definitional clarity <ul><li>Hearing impairment </li></ul><ul><ul><li>An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this rule. </li></ul></ul><ul><li>Deafness </li></ul><ul><ul><li>A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance. </li></ul></ul>
  4. 4. Definitional clarity <ul><li>Vision impairment </li></ul><ul><ul><li>Impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. Visual impairment for any child means: </li></ul></ul><ul><ul><ul><li>(a) A visual impairment, not primarily perceptual in nature, resulting in a measured visual acuity of 20/70 or poorer in the better eye with correction; or </li></ul></ul></ul><ul><ul><ul><li>(b) A physical eye condition that affects visual functioning to the extent that special education placement, materials and/or services are required in an educational setting. </li></ul></ul></ul>
  5. 5. Prevalence
  6. 6. Prevalence <ul><li>Hearing impairments </li></ul><ul><ul><li>0.11% of school age population </li></ul></ul><ul><ul><li>1.2% of special education population </li></ul></ul><ul><li>Visual impairments </li></ul><ul><ul><li>0.04% of school age population </li></ul></ul><ul><ul><li>0.4% of special education population </li></ul></ul><ul><li>SLD </li></ul><ul><ul><li>4.14% of school age population </li></ul></ul><ul><ul><li>46.4% of special education population </li></ul></ul>
  7. 7. Prevalence – hearing impairments <ul><li>Outside general education less than 21% of the day: 49% </li></ul><ul><li>Outside general education between 21% and 60% of the day: 18% </li></ul><ul><li>Outside general education more than 60% of the day: 20% </li></ul><ul><li>Separate facility: apx. 13% </li></ul>
  8. 8. Prevalence – vision impairments <ul><li>Outside general education less than 21% of the day: 58% </li></ul><ul><li>Outside general education between 21% and 60% of the day: 15% </li></ul><ul><li>Outside general education more than 60% of the day: 14% </li></ul><ul><li>Separate facility: apx. 12% </li></ul>
  9. 9. Causes, anatomy, screening <ul><li>Refer to the text book </li></ul><ul><li>Not a major priority for our purposes </li></ul>
  10. 10. Sign language <ul><li>Sign language is a true language </li></ul><ul><ul><li>Grammar </li></ul></ul><ul><ul><li>Lexicon </li></ul></ul><ul><ul><li>Syntax </li></ul></ul><ul><li>As such, students who sign are bilingual </li></ul><ul><ul><li>This means a lot for instruction </li></ul></ul><ul><ul><li>Reading and writing are tough </li></ul></ul>
  11. 11. Instructional considerations <ul><li>FM amplification </li></ul><ul><li>Testing accommodations (!!) </li></ul><ul><li>Explicit instruction in areas of deficit (p.366) </li></ul>
  12. 12. Vision impairments <ul><li>No indication that intellectual ability is different from the sighted population </li></ul><ul><ul><li>Slower on the developmental timeline </li></ul></ul><ul><li>Paternalism (see p. 414) </li></ul><ul><li>Orientation and Mobility </li></ul><ul><li>Accommodation </li></ul><ul><ul><li>Braille </li></ul></ul><ul><ul><li>Text-to-speech (should not replace Braille) </li></ul></ul><ul><ul><li>Large print </li></ul></ul><ul><ul><li>CCTV </li></ul></ul>
  13. 13. Guest speakers <ul><li>Cochlear implants </li></ul><ul><li>ASL poetry </li></ul><ul><li>Astronomy </li></ul><ul><li>Echolocation </li></ul><ul><li>Baby steps </li></ul>
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