Modification And Accommodations


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Information on Communication Disorders, Deaf-Blindness, Combination, Fetal Alcohol Syndrome, Prader-Willi Syndrome

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Modification And Accommodations

  1. 1. Modification and Accommodations for Children with Special Needs SPE/514 -Team C: Michael Castor, Veronica Feigel, Jackie Gilliam, Neil Massey and Gwendolen Watson 06/08/09
  2. 2. Topics to Be Covered <ul><li>Communication Disorders </li></ul><ul><li>Deaf-Blindness Combination </li></ul><ul><li>Fetal Alcohol Syndrome </li></ul><ul><li>Prader-Willi Syndrome </li></ul>06/08/09
  3. 3. Communication Disorders <ul><li>The term ‘communication disorders’ can be used to describe a wide range of physical or developmental problems individuals face with their language, speech, and hearing. These problems can be small or large and can be the result of innumerable sources such as illness or injury, birth defects, and environmental factors. Teachers can make simple accommodations for students in their classroom identified with a communication disorder which can enhance the learning environment and experience for these students. </li></ul><ul><li>  </li></ul><ul><li>“ Speech and language impairments include articulation problems, voice disorders, fluency problems (such as stuttering), aphasia (difficulty in using words, usually as a result of a brain injury), and delays in speech and/or language” ( ) . Learning disabilities, cerebral palsy, mental retardation, or cleft lip or palate can also result in the manifestation of communication disorders. </li></ul>06/08/09
  4. 4. Communication Disorders: Modification and Accommodations <ul><li>Keep the noise level in the classroom as low as possible. </li></ul><ul><li>With the help of the speech teacher altering traditional classroom games students play to reinforce concepts for review. </li></ul>06/08/09
  5. 5. Communication Disorders: Modifications and Accommodations <ul><li>Incorporating group reading into lessons.   </li></ul><ul><li>Repeat questions with proper diction, articulation and tone. </li></ul><ul><li>Incorporating one-on one tutorials for the special students. </li></ul>06/08/09
  6. 6. Deaf-Blindness Combination <ul><li>Deaf-Blindness is referred to people who have either significant but not necessarily total loss of their hearing and vision. </li></ul><ul><li>Some people may be prone to either more or less hearing or vision loss. </li></ul><ul><li>Deaf-Blindness causes difficulties with mobility and communication </li></ul>06/08/09
  7. 7. Deaf-Blindness Combination Modifications and Accommodations <ul><li>Wear dark clothing. This can help the student to read signs easier. </li></ul><ul><li>Allow the child to sit at the front of the classroom, so that they can both see the board and hear the teacher easier. </li></ul>06/08/09
  8. 8. Deaf-Blindness Combination: Modification and Accommodations <ul><li>Provide a device to magnify books or handouts so the child can read things easier. </li></ul><ul><li>Provide a lamp or extra lighting for the child, this will help their ability to read things easier. </li></ul><ul><li>Set up with the child a signal they can give if they cannot see the teacher signaling. This makes sure the teacher knows if the student is able to follow the lesson. </li></ul>06/08/09
  9. 9. Fetal Alcohol Syndrome <ul><li>FAS is a neurological disorder caused by alcohol abuse during pregnancy. </li></ul><ul><li>Children may exhibit the following:            1. Delayed prenatal and/or postnatal growth.              2. Central nervous system that may cause developmental delay, </li></ul><ul><li>intellectual disabilities, learning disabilities, and attention deficit/hyperactivity disorder. </li></ul><ul><li>  3. Characteristic facial features may include short eye slits,                elongated mid-face, long and flattened nose, thin upper lip, and flattened facial bone structure.  </li></ul><ul><li>FAS children may have learning disabilities in the following four domains: 1. input (recording of information from the senses) </li></ul><ul><li>2. integration (process of interpreting the input) </li></ul><ul><li>3. memory (storage of information for later use) </li></ul><ul><li>4. output (answer, response, completed task)  </li></ul>06/08/09
  10. 10. Fetal Alcohol Syndrome: Modification and Accommodations <ul><li>Set the atmosphere for learning by teaching FAS students how to relax. They are easily over stimulated and frustrated. They can be taught how to relax and avoid &quot;shutdown.&quot; </li></ul><ul><li>Use music and rhyme as teaching strategies. Any fact or rule can be put to music or rap. Not only do FAS students enjoy music, but it facilitates both memory and retrieval of information. </li></ul>06/08/09
  11. 11. Fetal Alcohol Syndrome: Modification and Accommodations <ul><li>Incorporate as many kinesthetic activities as an possible.  Movement facilitates learning.           </li></ul><ul><li>            </li></ul><ul><li>Use the visual mode of learning as much as possible. Use class demonstrations and volunteers to participate. </li></ul><ul><li>Use AND draw pictures to aid the understanding of concepts. Have them color and draw. </li></ul>06/08/09
  12. 12. Prader-Willi Syndrome 06/08/09
  13. 13. Prader-Willi Syndrome: Modification and Accommodations 06/08/09
  14. 14. Prader-Willi Syndrome: Modification and Accommodations 06/08/09
  15. 15. References <ul><li>British Columbia, The Best Place on Earth. (2007). Teaching Students with Fetal Alcohol Syndrome. Retrieved February 18, 2008 from the World Wide Web:   </li></ul><ul><li>Council for Exceptional Children (2007). Children with communication disorders. Retrieved February 18, 2008, from </li></ul><ul><li>Evensen, D. (2003). Active Learning: Bridging the Gap for Fetal Alcohol Effect Children Retrieved February 20, 2008 from the World Wide Web: </li></ul>06/08/09