This document provides information about students with high-incidence disabilities. It discusses emotional disturbance, mental retardation, and specific learning disabilities. For each disability, it defines the term, provides facts and characteristics, and suggests classroom strategies. The document is from a training course for educators on supporting students with high-incidence disabilities. It aims to help teachers understand and work with students who have emotional/behavioral disorders, intellectual disabilities, or learning disabilities.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
Special edcation concept,scope,objectives,principles pptSyed Tawseef
Special education refers to education designed for students who have disabilities or exceptional abilities that prevent them from benefiting from regular education programs. It provides specially designed instruction to meet their unique needs. Special education aims to help students with special needs adjust to their environment, understand their abilities, gain necessary skills for independent living, and utilize their talents to contribute to society. It seeks to do so through principles like meeting individual differences, zero rejection, free and appropriate public education, least restrictive environment, non-discriminatory evaluation, and parental participation.
The document provides tips for teaching students with special needs and disabilities. It discusses being upfront about any learning disabilities or disorders a student may have so lessons can be tailored appropriately. It emphasizes keeping lessons simple, using repetition, praise, and variety to maintain engagement. Physical obstacles may require adaptive tools or modified instruments. Above all, teachers need flexibility to adjust their approach for each student's unique needs.
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
The document discusses low-incidence disabilities which affect less than 1% of students. It defines various low-incidence disabilities like deafness, blindness, deaf-blindness, traumatic brain injury, orthopedic impairments, and health impairments. For each disability, it describes characteristics, service delivery options, and teaching strategies. Common to all low-incidence disabilities is that they are difficult to serve due to lack of school knowledge and resources to support the students.
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
This document discusses underachievers and mentally retarded children. It defines underachievers as students who achieve academically below their ability level. Common characteristics of underachievers include low self-esteem, poor study habits, and learning disabilities. Causes of underachievement include physical factors, socio-psychological factors, family-related factors, and school-related factors. Educational provisions for underachievers include early identification, counseling, and adjusting classroom activities to meet individual needs. The document also defines mental retardation as an IQ below 70 and describes characteristics like reduced learning ability and social/emotional issues. Causes include genetic and environmental factors. Educational provisions for mentally retarded children include special schools,
Effective teachers manage their classrooms well by having clear expectations and procedures that minimize wasted time and confusion. Ineffective teachers focus more on discipline and activities rather than developing routines and fostering student involvement in academic tasks. A well-managed classroom is predictable, task-oriented, and results in higher student achievement because students are clear on what is expected and actively engaged in learning.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
Special edcation concept,scope,objectives,principles pptSyed Tawseef
Special education refers to education designed for students who have disabilities or exceptional abilities that prevent them from benefiting from regular education programs. It provides specially designed instruction to meet their unique needs. Special education aims to help students with special needs adjust to their environment, understand their abilities, gain necessary skills for independent living, and utilize their talents to contribute to society. It seeks to do so through principles like meeting individual differences, zero rejection, free and appropriate public education, least restrictive environment, non-discriminatory evaluation, and parental participation.
The document provides tips for teaching students with special needs and disabilities. It discusses being upfront about any learning disabilities or disorders a student may have so lessons can be tailored appropriately. It emphasizes keeping lessons simple, using repetition, praise, and variety to maintain engagement. Physical obstacles may require adaptive tools or modified instruments. Above all, teachers need flexibility to adjust their approach for each student's unique needs.
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
The document discusses low-incidence disabilities which affect less than 1% of students. It defines various low-incidence disabilities like deafness, blindness, deaf-blindness, traumatic brain injury, orthopedic impairments, and health impairments. For each disability, it describes characteristics, service delivery options, and teaching strategies. Common to all low-incidence disabilities is that they are difficult to serve due to lack of school knowledge and resources to support the students.
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
This document discusses underachievers and mentally retarded children. It defines underachievers as students who achieve academically below their ability level. Common characteristics of underachievers include low self-esteem, poor study habits, and learning disabilities. Causes of underachievement include physical factors, socio-psychological factors, family-related factors, and school-related factors. Educational provisions for underachievers include early identification, counseling, and adjusting classroom activities to meet individual needs. The document also defines mental retardation as an IQ below 70 and describes characteristics like reduced learning ability and social/emotional issues. Causes include genetic and environmental factors. Educational provisions for mentally retarded children include special schools,
Effective teachers manage their classrooms well by having clear expectations and procedures that minimize wasted time and confusion. Ineffective teachers focus more on discipline and activities rather than developing routines and fostering student involvement in academic tasks. A well-managed classroom is predictable, task-oriented, and results in higher student achievement because students are clear on what is expected and actively engaged in learning.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
This document provides an overview of formative and summative assessment. It defines each type of assessment and compares their purposes, frequency, aims, examples, and advantages/disadvantages. Formative assessment occurs during instruction to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a period. Both types are useful but serve different purposes in enhancing instruction and measuring competency.
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
introduction to special education, scope and Role in SocietyUsman Khan
The document discusses special education, defining it as education for students with special needs that addresses individual differences. Special education involves tailored teaching methods, materials, and environments to meet needs of those with learning disabilities, mental health issues, or physical/developmental disabilities. It categorizes disabilities into autism, multiple disabilities, and traumatic brain injury. The process of special education is outlined as identification, evaluation, eligibility determination, provision of services. Benefits are discussed as facilitating academic and life skills progress, modifying behavior, and allowing special needs children to gain confidence and independence.
The document discusses how a child's environment can greatly impact their development and personality formation. It identifies the family, community, and school as key environmental factors. A good environment provides socio-cultural and health support, positive societal attitudes, and discipline/manners. Harsh environments can negatively affect children, so solutions include seeking guidance, providing attention, and transitioning children to better environments.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
An Individualized Education Plan (IEP) is a plan developed for students with disabilities attending elementary or secondary school that provides specialized instruction and related services tailored to their needs. The document discusses the key aspects of an IEP, including the individuals involved in the IEP process such as teachers, administrators, parents, and medical professionals. It also outlines the important information included in an IEP like the student's abilities and needs, goals and objectives, and services required. A 5-step IEP process is described that involves gathering information, setting directions, developing the plan, implementing it, and reviewing and updating the IEP.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
The document discusses various formative assessment techniques that teachers can use to check student understanding during instruction and guide future lessons. Some of the techniques discussed include classroom debates, mock interviews, jigsaw groups, anticipation guides, concept tests, gallery walks, and assessment conversations. Formative assessments help teachers identify what students have learned, what still needs to be taught, and how to tailor instruction to meet student needs.
City Montessori School in Mahanagar has implemented an inclusive education model where students with special needs spend most of their time learning with non-disabled students. The school has incorporated about 30 disabled students into their mainstream education, providing them support through special classes and resources like computers. An event called Innerscape is organized annually for mentally, physically, and visually challenged children from around the world to participate in activities together and feel special.
This document provides guidance on selecting, administering, and evaluating accommodations for students with disabilities. It outlines 5 outcomes: 1) exposing students to grade level content, 2) learning about accommodations, 3) selecting accommodations for students, 4) administering accommodations during instruction and assessment, and 5) evaluating accommodation use. The document discusses the difference between accommodations and modifications, categories of accommodations, and the process for selecting, using, and assessing accommodations to provide access to grade level content for students with disabilities.
Summative assessments are cumulative evaluations used to measure student growth and learning after instruction, typically given at the end of a course or unit. They focus on what students have learned over a longer period of time, such as at the end of a grade level. The purpose is to determine if long-term goals have been met and provide information on a student's level of accomplishment, with final exams being a classic example. Summative assessments are compared to formative assessments in tables focusing on their differences.
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Rubrics are an assessment tool that provide criteria for evaluating student work or performance. A rubric articulates expectations for an assignment by describing levels of quality from excellent to poor. Rubrics benefit teachers by helping to coordinate instruction and assessment, and they benefit students by helping them understand expectations and learn. There are two main types of rubrics: analytic rubrics evaluate criteria separately, while holistic rubrics provide an overall evaluation.
All students including those with different kinds of disabilities
Special children should get all the benefits like normal children, involved in academic and non-academic activities.
Teacher-made tests are used by teachers to evaluate student progress and understand strengths and weaknesses, while standardized tests are more carefully constructed and scientifically validated to allow student comparison. Some key differences are that teacher-made tests provide immediate feedback but are less reliable, while standardized tests are more valid for comparisons but involve more rigorous development and analysis. Both types of tests have purposes in placement, evaluation, and diagnosing student needs.
Adjustment disorder is an abnormal reaction to an identifiable stressor that results in emotional or behavioral symptoms and impairment. It is commonly seen in children who experience depressed mood, irritability, impaired concentration and sleep issues after stressful events. Treatment involves psychotherapy and sometimes medication to alleviate symptoms. Prevention focuses on building coping skills, conflict resolution training and supportive relationships.
The document defines emotional disturbance under IDEA as exhibiting characteristics such as inability to learn, build relationships, or maintain appropriate behavior over time and to a marked degree. Emotional disturbance includes internalizing issues like depression and anxiety as well as externalizing issues like aggression. It is identified through assessments of behavior and academic achievement. Students with emotional disturbance benefit from positive behavior supports, social skills training, and evidence-based practices. Challenges include ensuring students receive needed special education services and improving success rates.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
This document provides an overview of formative and summative assessment. It defines each type of assessment and compares their purposes, frequency, aims, examples, and advantages/disadvantages. Formative assessment occurs during instruction to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a period. Both types are useful but serve different purposes in enhancing instruction and measuring competency.
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
introduction to special education, scope and Role in SocietyUsman Khan
The document discusses special education, defining it as education for students with special needs that addresses individual differences. Special education involves tailored teaching methods, materials, and environments to meet needs of those with learning disabilities, mental health issues, or physical/developmental disabilities. It categorizes disabilities into autism, multiple disabilities, and traumatic brain injury. The process of special education is outlined as identification, evaluation, eligibility determination, provision of services. Benefits are discussed as facilitating academic and life skills progress, modifying behavior, and allowing special needs children to gain confidence and independence.
The document discusses how a child's environment can greatly impact their development and personality formation. It identifies the family, community, and school as key environmental factors. A good environment provides socio-cultural and health support, positive societal attitudes, and discipline/manners. Harsh environments can negatively affect children, so solutions include seeking guidance, providing attention, and transitioning children to better environments.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
An Individualized Education Plan (IEP) is a plan developed for students with disabilities attending elementary or secondary school that provides specialized instruction and related services tailored to their needs. The document discusses the key aspects of an IEP, including the individuals involved in the IEP process such as teachers, administrators, parents, and medical professionals. It also outlines the important information included in an IEP like the student's abilities and needs, goals and objectives, and services required. A 5-step IEP process is described that involves gathering information, setting directions, developing the plan, implementing it, and reviewing and updating the IEP.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
The document discusses various formative assessment techniques that teachers can use to check student understanding during instruction and guide future lessons. Some of the techniques discussed include classroom debates, mock interviews, jigsaw groups, anticipation guides, concept tests, gallery walks, and assessment conversations. Formative assessments help teachers identify what students have learned, what still needs to be taught, and how to tailor instruction to meet student needs.
City Montessori School in Mahanagar has implemented an inclusive education model where students with special needs spend most of their time learning with non-disabled students. The school has incorporated about 30 disabled students into their mainstream education, providing them support through special classes and resources like computers. An event called Innerscape is organized annually for mentally, physically, and visually challenged children from around the world to participate in activities together and feel special.
This document provides guidance on selecting, administering, and evaluating accommodations for students with disabilities. It outlines 5 outcomes: 1) exposing students to grade level content, 2) learning about accommodations, 3) selecting accommodations for students, 4) administering accommodations during instruction and assessment, and 5) evaluating accommodation use. The document discusses the difference between accommodations and modifications, categories of accommodations, and the process for selecting, using, and assessing accommodations to provide access to grade level content for students with disabilities.
Summative assessments are cumulative evaluations used to measure student growth and learning after instruction, typically given at the end of a course or unit. They focus on what students have learned over a longer period of time, such as at the end of a grade level. The purpose is to determine if long-term goals have been met and provide information on a student's level of accomplishment, with final exams being a classic example. Summative assessments are compared to formative assessments in tables focusing on their differences.
This document discusses assessment of children with special needs. It defines assessment as the process of collecting educational data to make decisions about students or schools. Assessment aims to help teachers understand each student's level and determine next steps to improve learning. Testing is a form of assessment using specific problems to evaluate students' knowledge, intelligence or abilities. The main legal bases for assessment of individuals with disabilities are the Individuals with Disabilities Education Act (IDEA), which ensures publicly funded special education, and the No Child Left Behind Act (NCLB), which requires stronger accountability and testing standards.
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Rubrics are an assessment tool that provide criteria for evaluating student work or performance. A rubric articulates expectations for an assignment by describing levels of quality from excellent to poor. Rubrics benefit teachers by helping to coordinate instruction and assessment, and they benefit students by helping them understand expectations and learn. There are two main types of rubrics: analytic rubrics evaluate criteria separately, while holistic rubrics provide an overall evaluation.
All students including those with different kinds of disabilities
Special children should get all the benefits like normal children, involved in academic and non-academic activities.
Teacher-made tests are used by teachers to evaluate student progress and understand strengths and weaknesses, while standardized tests are more carefully constructed and scientifically validated to allow student comparison. Some key differences are that teacher-made tests provide immediate feedback but are less reliable, while standardized tests are more valid for comparisons but involve more rigorous development and analysis. Both types of tests have purposes in placement, evaluation, and diagnosing student needs.
Adjustment disorder is an abnormal reaction to an identifiable stressor that results in emotional or behavioral symptoms and impairment. It is commonly seen in children who experience depressed mood, irritability, impaired concentration and sleep issues after stressful events. Treatment involves psychotherapy and sometimes medication to alleviate symptoms. Prevention focuses on building coping skills, conflict resolution training and supportive relationships.
The document defines emotional disturbance under IDEA as exhibiting characteristics such as inability to learn, build relationships, or maintain appropriate behavior over time and to a marked degree. Emotional disturbance includes internalizing issues like depression and anxiety as well as externalizing issues like aggression. It is identified through assessments of behavior and academic achievement. Students with emotional disturbance benefit from positive behavior supports, social skills training, and evidence-based practices. Challenges include ensuring students receive needed special education services and improving success rates.
Children With Emotional & Behavioral Disordersangelashultis
This document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with Reactive Attachment Disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines the commonness, diagnostic issues, and various causes of EBD such as neurology, genetics, and environmental factors. It distinguishes between externalizing disorders characterized by aggression and internalizing disorders involving anxiety and withdrawal. It examines various risk factors and approaches to support children with EBD, including response to intervention, applied behavior analysis, social skills training, and the importance of family involvement.
The document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with reactive attachment disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines that EBD can be caused by neurology/genetics and environmental factors. Externalizing disorders are characterized by aggression, while internalizing disorders involve anxiety and withdrawal. The document discusses risk factors and various intervention strategies like RTI, social skills training, teacher preparation, and the importance of family involvement.
1) The document discusses dealing with individual differences in the classroom, including learning disabilities, gifted students, emotionally disturbed children, and mentally challenged students.
2) It provides definitions and important features of each of these groups. Children with learning disabilities may have difficulties with expression, coordination, attention, and language skills. Gifted students tend to be high achievers with strong interests. Emotionally disturbed children often have inappropriate behaviors or moods. Mentally challenged students have below average intellectual functioning.
3) The document also outlines some educational provisions that can be made for each group, such as developing reading skills for those with learning disabilities, enrichment programs for gifted students, teaching social skills to emotionally disturbed children, and exper
This document defines mental retardation and hearing impairment, and discusses their prevalence, causes, characteristics, history, classification, and treatment. It states that mental retardation involves below-average intellectual functioning and adaptive deficits that manifest before age 18. About 2-3% of the population has mental retardation. Causes include genetic factors in 30% of cases as well as prenatal/childhood illnesses and environmental factors. Treatment focuses on developing skills and providing support across disciplines to improve functioning.
This document discusses different types of learning disabilities including problems with reading, writing, spelling, arithmetic, and attention. It defines learning disabilities and describes their characteristics such as difficulties with reading, writing, math, organization, memory, and focus. The document also covers specific learning disabilities like dyslexia, dysgraphia, dyscalculia, and ADHD. It provides definitions, causes, characteristics, and treatment approaches for these different types of disabilities.
1) The document discusses mentally challenged or mentally retarded children, defining it as significantly sub-average intellectual functioning and impaired adaptive behavior that manifests during development.
2) Causes of mental retardation include genetic factors like chromosomal abnormalities, metabolic disorders, infections during pregnancy, prenatal factors, and environmental factors.
3) Treatment involves behavior management, special education programs, family therapy and rehabilitation services according to the level of impairment. Prevention focuses on preconception counseling, prenatal care, and early detection/treatment of disorders.
This document discusses trauma-informed approaches for paraeducators working with students. It notes that trauma is very common among school-aged children and often results in behavioral issues. A trauma-informed approach focuses on predictability, safe relationships, and providing opportunities for students to regulate their emotions and behaviors. Key aspects of this approach include understanding how trauma impacts brain development and the stress response, building student resilience through supportive relationships and teaching coping skills, and creating a calm, predictable classroom environment where students feel safe and are able to manage their emotions with the help of educators.
Emotional and behavioral disorder hands outmakhay57557
Emotional and behavioral disorders are defined by three factors: intensity, pattern, and duration. Intensity refers to the severity of the problem, pattern refers to when the problem occurs, and duration refers to how long the problem has been present. Emotional and behavioral disorders can be classified using diagnostic manuals, statistical analysis of behaviors, direct observation methods, or degree of severity. Causes may include biological and temperamental factors as well as environmental influences from home, family, and school experiences. Educational approaches aim to teach social skills, provide alternative responses to problems, and develop self-management skills through positive reinforcement and rule setting.
Teaching in Diverse Classroom
Diversity in Physical Abilities
Diverse in Cognitive abilities
Diverse in Learning style
Diverse in Gender differences
Diverse in Socio cultural differences
Properties of intelligence, giftedness, & intellectual disabilitiesMichelleWithrow1
This document discusses properties of intelligence, giftedness, and intellectual disabilities. It defines intelligence as the ability to solve problems and adapt based on experiences. It describes early intelligence tests like the Binet Tests and Wechsler Scales. Theories of multiple and emotional intelligence are outlined. Research shows intelligence is distributed across brain regions. Genetics and environment both influence intelligence. Characteristics and education of gifted children are covered, as well as domain-specific giftedness. The document also defines and describes types of intellectual disabilities and levels of support needed.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
Here are some strategies I would incorporate into my classroom based on the 20 Tips for Nurturing Gifted Children:
1. Differentiate instruction to allow gifted students to work above grade level when possible. I would provide enrichment activities and advanced content for students who grasp concepts quickly.
2. Encourage open-ended discussions and allow students to explore their interests in depth. I would incorporate more project-based learning and opportunities for independent study to allow students to follow their curiosity.
3. Teach students self-advocacy skills so they can communicate their needs. I would explicitly teach students strategies for expressing when work is too easy or hard and how to request appropriate challenges or support.
By incorporating strategies like differentiation
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
Mental Health & Learning Strategies for Twice Exceptional 2e ChildrenLeila Pirnia
Summary of what it means to be twice exceptional: being gifted and having a learning disability or processing weakness, including autism spectrum disorder, ADHD, sensory processing disorder, dyslexia and many others. This presentation discusses 2e children, how they may present in the classroom, how their giftedness or disabilities may be masked by compensating techniques and how best to serve them from a teacher's perspective and a mental health or therapist's perspective.
The document discusses the educable mentally retarded. It describes their characteristics including intellectual abilities around 50-80 IQ, academic skills around grade 2-6, social immaturity, and potential for semi-skilled work. It outlines the purposes of education as developing social skills, vocational training, independence, and minimum academic competencies. Principles of special education instruction include assessment, specialized materials, individualized teaching methods, and health support from nurses.
Similar to 3.2 Students With High Incidence of Disabilities PPt-F.ppt (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
3.2 Students With High Incidence of Disabilities PPt-F.ppt
1. STUDENTS WITH HIGH-INCIDENCE DISABILITIES
STUDENT SUPPORT TRAINING
FOR EDUCATORS
Module THREE – characteristics of exceptional learners
Course TWO
ZHL Consulting
2. STUDENTS WITH HIGH-INCIDENCE
DISABILITIES
ZHL Consulting
Module 3 - Session One - Quiz Answers
1 (a.) True
2 (b.) False
3 (e.) All of the above
4 (a.) True
5 (a.) Changes to the content and curriculum
6 (b.) False
7 (e.) All of the above
8 (b.) False
9 (c.) Learning Support Staff, Resource personnel, Volunteers
10 (e.) All of the above
3. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Introduction:
• High-incidence disabilities are generally recognized
to be students with:
• emotional disturbance,
• mental retardation,
• specific learning disabilities
• speech or language impairments.
ZHL Consulting
4. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Learner Objectives
• Upon completion of this course, you will:
• Define high-incidence disabilities
• List characteristics of students with high-incidence
disabilities
• Describe strategies that are useful in teaching
students with high-incidence disabilities
ZHL Consulting
6. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Emotional Disturbance:
• Teaching can be a challenging and demanding task.
• Some students may display behavioral problems
that demand attention and consume the majority of
a teacher’s time and energy.
• Many terms have been used to describe students
with emotional, behavioral, or mental disorders.
7. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Emotional Disturbance:
• Common characteristics of students with an
emotional disorder is described as:
• a behavior that goes to an extreme – that is more
than just slightly different from the usual;
• a problem that is chronic – one that does not
quickly disappear; and
• behavior that is unacceptable because of social or
cultural expectations.
ZHL Consulting
8. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Emotional Disturbance:
• It is important to remember, students may display
these characteristics but do not necessarily fall into
this category.
• To fit the definition, a student must exhibit duration
and intensity of the disturbance and impact
educational performance.
ZHL Consulting
9. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Emotional disturbance can be defined as:
1. An inability to learn that cannot be explained by
intellectual, sensory, or health factors
2. An inability to build or maintain satisfactory
interpersonal relationships with peers or teachers
3. Inappropriate types of behavior or feelings under
normal circumstances
4. A general pervasive mood of unhappiness or
depression
5. A tendency to develop physical symptoms or
fears associated with personal or school
problems.
ZHL Consulting
10. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Emotional Disturbance:
1. The term also includes schizophrenia.
2. The term does not apply to children who are socially
maladjusted, unless it is determined that they have
an emotional disturbance."
ZHL Consulting
11. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT STUDENTS WITH EMOTIONAL DISTURBANCE
• Boys outnumber girls in this category about 4 to 1
• A diagnosis of emotional disturbance may be
temporary or permanent.
ZHL Consulting
12. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT STUDENTS WITH EMOTIONAL DISTURBANCE
• Research finds that most educators and parents can
learn to be effective in helping students with
emotional disturbance.
ZHL Consulting
13. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT STUDENTS WITH EMOTIONAL DISTURBANCE
• Assessments commonly used to evaluate students
for emotional disturbance are:
• Rorschach and Draw a Person (psychological tests);
• Interviews with family and teachers; teacher checklists;
• AAMR Adaptive Behavior Scales, Children's
Depression Scale,
• Vineland Adaptive Behavior Scales (Adaptive tests).
ZHL Consulting
14. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT STUDENTS WITH EMOTIONAL DISTURBANCE
• Students may function two or more years below
grade level in reading, math, spelling, and writing
• Students with emotional disturbance are at great risk
for dropping out of school.
ZHL Consulting
15. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT STUDENTS WITH EMOTIONAL DISTURBANCE
• There is no known reason why some students
develop emotional disturbances.
• The following variables are believed to be
associated with the disorder:
a) Biological – genetic, biochemical and
neurological, i.e. brain disorder
ZHL Consulting
16. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT STUDENTS WITH EMOTIONAL DISTURBANCE
a) Family – domestic violence, use of alcohol and
drugs by parent, attachment disorder
b) School – inconsistent expectations and structure
c) Cultural – peer groups
d) Nutritional deficiencies
ZHL Consulting
17. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
CHARACTERISTICS OF STUDENTS WITH EMOTIONAL DISTURBANCE
• Students with emotional and behavioral disorders
exhibit several overlapping characteristics and
represent a range of severity. These include:
• Hyperactivity (short attention span, impulsiveness)
• Aggression/self-injurious behavior
ZHL Consulting
18. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
CHARACTERISTICS OF STUDENTS WITH EMOTIONAL DISTURBANCE
• Withdrawal – failure to initiate interaction with
others; retreat from exchanges of social
interaction, excessive fear or anxiety
• Immaturity
• Learning difficulties
• Unfocused in classroom
ZHL Consulting
19. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
In extreme cases, students may exhibit distorted
thinking, excessive anxiety, bizarre motor acts, and
abnormal mood swings.
Educators can promote appropriate behaviors by
preparing the environment and providing
instructional supports.
ZHL Consulting
20. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Classroom strategies for working with a student with
emotional disturbance:
• Provide emotional and behavioral support - helping
the student master academics, develop social skills,
and increase self-awareness, self-control, and self-
esteem.
• Design positive behavioral supports such as
behavioral contracts.
ZHL Consulting
21. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• Create a structured environment with clear and
explicit rules and consequences
• Create a schedule showing class activities
• Enforce consequences consistently
• Develop a good rapport with student
• Provide praise to student for approximation of the
desired behavior
ZHL Consulting
22. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• Arrange for removal of student if necessary and
appropriate
• Become aware of student's signals of impending
loss of control
• Provide social skill training for the student who is
withdrawn or unable to make friendships
• Re-direct student
ZHL Consulting
23. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• Provide models of tolerance, acceptance, and
persistence
• Provide opportunities for student to assume class
responsibilities
• Provide role playing of social situations
• Teach self-control, self-monitoring, and conflict
resolution techniques
ZHL Consulting
24. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• It is very important for educators to be aware of their
own tolerance levels and temperaments when
working with students with emotional disturbances.
• The behaviors of these students are very
challenging and may not respond to typical
classroom management techniques.
ZHL Consulting
26. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Mental Retardation:
• Mental retardation is often used to describe a
person who has certain limitations in mental
functioning and in skills such as communicating,
taking care of themselves, and interacting socially.
ZHL Consulting
27. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Mental Retardation:
• These limitations will cause a child to learn and
develop more slowly than a typical child and often
meet the following two criteria:
• low intellectual functioning,
• low adaptive skills
ZHL Consulting
28. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
FACTS ABOUT STUDENTS WITH MENTAL RETARDATION
• Persons with mental retardation have the capacity to
learn, to develop, and to grow.
• Many will hold jobs in competitive employment,
perhaps through supportive employment situations,
in which a job coach helps them and their employer.
ZHL Consulting
29. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
FACTS ABOUT STUDENTS WITH MENTAL RETARDATION
• Intellectual functioning is commonly measured with
the Stanford Binet (V) and Wechsler-Intelligence
Scale for Children (III) (intelligence tests)-(WISC III).
• Adaptive functioning is measured using the Adaptive
Behavior Inventory for Children.
ZHL Consulting
30. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Characteristics:
• Although researchers are unable to determine the
cause of mental retardation, most cases of severe
retardation can be attributed to genetic irregularities
or chromosomal abnormalities (Nielsen, 2002).
ZHL Consulting
31. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Characteristics:
• Some other variables that have been associated
with mental retardation are:
• Genetic conditions: sometimes caused by
abnormal genes inherited from parents, i.e. Down
syndrome, fragile X syndrome, and
phenylketonuria (PKU).
• Problems during pregnancy.
• Problems at birth.
• Health problems: measles, or meningitis can
cause mental retardation (NICHCY, 2004).
ZHL Consulting
32. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Characteristics:
• Down syndrome is the most common condition
associated with mental retardation.
• This syndrome is caused by a chromosomal
abnormality:
• An accident in cell development results in 47 instead of
the usual 46 chromosomes.
• This extra chromosome changes the orderly
development of the body and brain.
ZHL Consulting
33. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Characteristics:
Characteristics of Students with Mental
Retardation
• The most common characteristics of children with
mental retardation include:
• “slower pace of learning,
• lack of age appropriate adaptive behavior and social
skills,
• below-average language and academic skills”
ZHL Consulting
34. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Characteristics:
Other characteristics associated with students with
mental retardation are:
• Slower development than peers
• Deficits in: attention, memory, language
development, self-regulation, social development,
and motivation
• Difficulty remembering things
ZHL Consulting
35. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Characteristics:
• Inability to understand life skills, i.e. how to pay for
things
• Difficulty understanding social rules
• Inability to see and understanding the
consequences of their actions
• Difficulty problem solving
• Difficulty thinking logically
ZHL Consulting
36. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Strategies for the Classroom
• Many regular classrooms have students with
generally mild to moderate retardation.
• Teachers should set realistic and age-appropriate
goals for these students so the students will feel
successful in their endeavors.
ZHL Consulting
37. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• Employ cooperative learning strategies wherever
possible to promote effective learning by all students
• Support verbal assignments and instruction with
body language, such as using gestures and pointing
• Label objects, schedules, and routines in the
classroom
• Help the students interact with other students in the
class
ZHL Consulting
38. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• Introduce new concepts slowly and teach the same
concepts and skills in many situations so skills are
generalized
• Allow extra time for the students to respond to a
question or situation
• Involve the students in tasks which increase the
probability of success
• Use one-step instructions and check frequently for
understanding (ICQ’s & CCQ’s)
ZHL Consulting
39. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• Use concrete or real materials whenever possible,
but keep materials age-appropriate; show pictures of
new vocabulary and provide hands-on materials
• Focus on making small achievable gains
• Use continuous repetition of concepts
• Establish well defined classroom routines
ZHL Consulting
40. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• Give instructions, briefly summarize and ask
students what is to be done (ICQ)
• Teach appropriate ways of getting help and/or
getting attention
• Assign tasks that are personally relevant, carefully
sequenced from easy to difficult, and allow the
learners to be highly and frequently successful
• Break tasks into small steps; demonstrate the steps
and have students do the steps, one at a time
ZHL Consulting
41. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
• View students with mental retardation as children
who can learn.
• Recognize the students' strengths and weaknesses
and maintain high expectations for their educational
performance.
• Focus on their similarities with other students rather
than their differences.
• Teach students life skills such as daily living, social
living, occupational awareness
ZHL Consulting
43. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Specific Learning Disability
• These students have extreme difficulty learning
academic and other skills, despite their average or
above-average mental capacity.
• A general definition of learning disabilities is a
dysfunction that interferes with someone’s ability to
store, process, or produce information.
ZHL Consulting
44. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Specific Learning Disability
• It is a disorder in one or more of the basic
psychological processes involved in:
• understanding or using language, spoken or written,
• may manifest itself in an imperfect ability to listen,
think, speak, read, write, spell, or do mathematical
calculations.
ZHL Consulting
45. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Specific Learning Disability
• Most current definitions include the following
criteria:
• Irregular development of the central nervous
system
• May be a lifelong condition
• Disorder affects academic areas including
reading, writing, math, and language
• Identified by an ability-achievement
discrepancy
• Not a sensory condition
ZHL Consulting
46. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Specific Learning Disability
• The term includes such conditions as:
• perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia.
• The term does not include:
• learning problems that are primarily the result of
visual, hearing, or motor disabilities; of mental
retardation; of emotional disturbance, or of
environmental, cultural, or economic disadvantage.
ZHL Consulting
47. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPECIFIC LEARNING DISABILITY
• The term specific learning disability (SLD) was first
introduced in 1963.
• SLD occurs in all cultures, nations, and language
groups.
ZHL Consulting
48. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPECIFIC LEARNING DISABILITY
• Five to ten percent of all children in the general
population have learning disabilities
• Students with learning disabilities have an average
to above-average IQ.
• Terms such as dyslexia, dyscalculia, and dysgraphia
are commonly used to describe different types of
learning disabilities.
ZHL Consulting
49. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPECIFIC LEARNING DISABILITY
• Recent medical advances using CAT scans and
MRIs are being used to diagnose learning
disabilities.
• Students with learning disabilities may also develop
problems in social/emotional areas.
ZHL Consulting
50. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPECIFIC LEARNING DISABILITY
• Boys outnumber girls about 3 to 1 - however
research indicates that a gender bias may exist in
referral issues
• Assessment – standardized achievement tests
(Wechscler Individual Achievement Test IV - WIAT
IV), (Woodcock Johnson III).
ZHL Consulting
51. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPECIFIC LEARNING DISABILITY
• Standardized achievement tests do not give
specific information about the student's
academic difficulties.
• Informal and authentic assessments give
teachers a better idea of the particular strengths
and weaknesses of a student.
ZHL Consulting
52. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPECIFIC LEARNING DISABILITY
• Learning disabilities is generally believed to be due
to a brain dysfunction.
Other variables considered possible:
a. Organic – size and function of brain during
development of brain
b. Genetic – family heredity of reading disabilities
c. Medical - premature birth
ZHL Consulting
53. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
• Learning disabilities are characterized by a difference
between the child’s overall intelligence and
achievement in the following areas:
• Spoken language: delays, disorders, or
discrepancies in listening and speaking; difficulty
with phonemic awareness
ZHL Consulting
54. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
• Written language: difficulties with reading,
writing, and spelling; difficulty beginning and
completing written tasks
• Arithmetic: difficulty performing arithmetic
functions or comprehending basic concepts
• Reasoning: difficulty organizing and integrating
thoughts
• Organization Skills: difficulty organizing all
facets of learning
ZHL Consulting
55. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Strategies for the Classroom
• The majority of students with learning disabilities are
served in the general education (Inclusive)
classroom.
• Some students may be assigned to self-contained or
resource classrooms.
• Regardless of setting, students need a well-
structured environment and set high expectations for
these students.
ZHL Consulting
56. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Strategies for the Classroom
• Direct teaching of daily routines and schedules
displayed in the classroom
• Provide immediate, positive and corrective feedback
to the student
• Provide strategies to assist with academic tasks
• Use a variety of learning modalities or styles
(auditory, visual, or kinesthetic -movement) for
teaching concepts
ZHL Consulting
57. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Strategies for the Classroom
• Demonstrate and model organizational skills
(organizational notebooks)
• Teach study skills
• Question student frequently to check for
understanding (CCQ’s & ICQ’s)
• Provide clear directions and accessible goals
ZHL Consulting
58. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Strategies for the Classroom
• Use cooperative learning and peer tutors when
appropriate
• Work with student's strengths
• Use short sentences and a simple vocabulary
• Use concrete or real materials whenever possible to
teach concepts
ZHL Consulting
59. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Strategies for the Classroom
• Provide advance organizers
• Provide opportunities for success to help build self-
esteem
• Use mnemonics (memory enhancing strategy)
• Use direct instruction
• Use real-life situations that are meaningful to the
students.
ZHL Consulting
61. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Speech or Language Impairment
• A communication disorder is defined as:
• “An impairment in the ability to receive, send,
process, and comprehend concepts or verbal,
nonverbal, and graphic symbols systems.”
ZHL Consulting
62. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Speech or Language Impairment
• A general rule to differentiate between types of
communication disorders is:
• An individual with speech problems has difficulty
only with expressive skills
• A person with a language disorder has difficulty with
both the expression of ideas (talking) and reception
of language (listening and understanding).
ZHL Consulting
63. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Speech or Language Impairment
• Speech or Language Impairment is defined as a
language impairment or a voice impairment, that
adversely affects a child’s educational performance."
• There are four basic components of speech:
1. articulation,
2. phonation,
3. resonance, and
4. rhythm.
ZHL Consulting
64. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Speech or Language Impairment
• Articulation is “the ability to make specific sounds,
• Phonation is the actual utterance of words.
• Resonance is the reinforcement and prolongation of
sounds by vibrations.
• The rate and timing of speech is the rhythm with
which it is spoken”
ZHL Consulting
65. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Speech or Language Impairment
• Many children have difficulties with speech and
language that are developmental in nature.
• The student with a speech or language disorder has
difficulty combining speech sounds for
communication and using or understanding
language for communication.
ZHL Consulting
66. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPEECH OR LANGUAGE IMPAIRMENT
• Speech problems are more prevalent than language
problems.
• About one fifth of all children identified for special
education - receive services primarily for speech or
language impairments.
ZHL Consulting
67. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPEECH OR LANGUAGE IMPAIRMENT
• Stuttering usually starts before the age 8
• 75% of people who stutter stop by the time they
reach adolescence (Stuttering Foundation of
America).
• Delays and disorders range from simple sound
substitutions to the inability to understand or use
language or use the oral-motor mechanism for
functional speech and feeding
ZHL Consulting
68. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPEECH OR LANGUAGE IMPAIRMENT
• Some variables that are associated with
communication disorders are:
• medical - speech disorders are common with
children who have had a cleft lip or cleft palate;
some researchers believe that stuttering may be
the result of brain damage; voice disorders can be
caused by growths, or infections of the tonsils or
sinuses;
ZHL Consulting
69. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Facts and Characteristics
FACTS ABOUT SPEECH OR LANGUAGE IMPAIRMENT
• genetics - heredity often plays a strong part in
students who develop stuttering;
• psychological - some researchers believe
stuttering may be the result of psychological
variables; and
• hearing loss.
ZHL Consulting
70. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
Strategies for the Classroom
Allow time for students to respond to questions
(applicable to all students, not just students with
speech disorders).
• Ask questions that don’t require in-depth
responses.
• Allow students to use alternative or augmentative
communication devices – communication boards,
gestures, computer-assisted devices.
ZHL Consulting
71. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
ACTIVITY #1:
• Which of the disabilities that we have discussed in
this course do you think would present the biggest
challenge to you as a teacher, and Why?
(Be sure to include characteristics of the disability in
your response).
ZHL Consulting
72. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
ACTIVITY #2 - STUDENT SCENARIO:
• Carmen is in fourth grade. She appears bright and
works hard but often misunderstands directions of
assignments.
• Often, this causes Carmen to fail to complete all of
the class work. Carmen is shy and doesn’t ask
questions in the class. When called upon to answer
a question, she stops and starts and seems
confused.
ZHL Consulting
73. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
ACTIVITY #2 - STUDENT SCENARIO:
• Carmen’s family requested an evaluation. Carmen
was found to have a speech language impairment.
• How could you assist Carmen in the classroom now
that her unique learning needs are understood?
ZHL Consulting
74. STUDENTS WITH HIGH-
INCIDENCE DISABILITIES
ACTIVITY #3:
• Some students with specific learning disabilities
have developed "learned helplessness."
• The article was given as an advanced reading
handout.
• You will be required to know this information to
complete the quiz.
ZHL Consulting