Physical Disabilities

1. Physical Disabilities By: Maram Alenzi

2. Table of Contents: • Autism. • Hearing Loss and Deafness. • Intellectual Disability.

3. Autism: • Autism Characteristics • Tips for Parents on Autism • Tips for Educators on Autism • Tips for Students with Autism • Resources on Autism

4. Autism characteristics: • Very little or no eye contact. • Resistance to being held or touched. • Tends to get too close when speaking to someone (lack of personal space). • Responds to social interactions, but does not initiate them. • Does not generally share observations or experiences with others. • Difficulty understanding jokes, figures of speech or sarcasm. • Difficulty reading facial expressions and body language. • Difficulty understanding the rules of conversation. • Difficulty understanding group interactions. • Aversion to answering questions about themselves. • Gives spontaneous comments which seem to have no connection to the current conversation.

5. Tips for parents on Autism: • Learn about autism spectrum disorders especially the specific disorder of your child. • Be mindful to interact with and teach your child in ways that are most likely to get a positive response. • Learn about assistive technology (AT) that can help your child. • Work with professionals in early intervention or in your child’s school to develop an IFSP or an IEP that reflects your child’s needs and abilities. • Be patient and stay optimistic.

6. Tips for educators on Autism: • Use Task Analysis very specific, tasks in sequential order. • Always keep your language simple and concert. • Teach specific social rules/skills, such as turn-taking and social distance. • Give fewer choices. • Providing a very clear structure and a set daily routine including.

7. Tips for students with Autism: • Average, or above average, intelligence • Excellent rote memory • Very detail-oriented • Often savant-like knowledge in certain areas • Works well with concrete, rather than abstract or ambiguous, information • Extensive vocabulary • Incredible gifts/talents in certain areas (arts, math, sciences, etc.) • Unique ability to perceive things in new ways, out of the box thinking.

8. Resources on Autism: • http://www.autismweb.com/teachers.htm • http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders • http://ddce.utexas.edu/disability/tips-for-working-with-students-with-autism-spectrum-disorders/

9. Hearing Loss and Deafness. • characteristics of hearing loss and deafness. • Tips for Parents on Hearing Loss and Deafness. • Tips for Educators on Hearing Loss and Deafness. • Tips for Students with Hearing Loss and Deafness. • Resources on Hearing Loss and Deafness.

10. Characteristics of Hearing Loss and Deafness: • 1. Hearing loss with no organic basis is: a) conductive loss  b) mixed loss c) functional loss d) central loss.  • 2. Hereditary conditions, including incompatible Rh factors during the prenatal period, are examples of: a) central loss b) sensori-neural loss c) functional loss d) mixed loss. • 3. When volume is reduced but sounds are not distorted, the hearing loss is considered: a) conductive b) sensori-neural c) mixed d) functional. • 4. A hearing aid can amplify sound, but cannot a) increase understanding of sounds b) improve clarity of sounds c) impact physical conditions d) cause further distractions. • 5. Removal of wax or a foreign object from the ear will help which type of hearing loss: a) profound b) conductive c) moderate d) central.

11. Tips for parents on Hearing Loss and Deafness. • Expressions of love can head off undesirable behavior. • Children thrive in a predictable environment. Routines and schedules carried out with consistency provide stability and security. • Make sure your words and actions are sending the same message. • Catch Your Child Being “Good.” • Set Up a Safe Environment.

12. Tips for educators on Hearing Loss and Deafness: • Find ways to communicate. Write words or draw pictures on paper. Use a word processor or computer. If requested or if it will be helpful, have someone take notes. • Look directly at the person and speak normally. If the person does not understand a word, repeat the word or use another word that means the same thing. Do not speak louder. • Find ways to present information visually. For example, use pictures, a projector, posters, or a whiteboard. Be sure to allow the individual time to read before continuing. Individuals with hearing loss often rely on visual means as a way to learn. • Introduce and explain vocabulary. Review new words and information frequently. • Ask if your chapel is equipped with amplification systems and listening devices. • Use closed-captioning or subtitles where available. Be sure the equipment is set up before a meeting starts. • Discover how the family or caregiver communicates with the individual.

13. Tips for students withHearing Loss and Deafness: • Look at a person when the person signs, and speak directly to him or her. Do not focus your attention on the interpreter. • Consider setting up a sign language class on a ward or stake basis. • Direct them to ASL materials at asl.lds.org. • In group settings, individuals who are hard of hearing or deaf and their interpreters can “listen” to only one person at a time. You will need to pause long enough for the interpreter to finish before expecting the person to respond to you. • Make sure that lighting is adequate and that the person has a clear view of the person who is talking or of the interpreter. Avoid having the person who is speaking standing in front of a window or bright light that will cast a shadow on

14. Resources on Hearing Loss and Deafness: • http://www.ncra.org/Certifications/content.cfm?ItemNumber=8835 • https://www.lds.org/topics/disability/list/hearing-loss-and-deafness?lang=eng • http://www.urmc.rochester.edu/ncdhr/ResourceDirectory/Documents/GuideForParents11-29-06_129234470459162500.pdf

15. Intellectual Disability: • Characteristics of Intellectual Disability. • Tips for Parents on Intellectual Disability. • Tips for Educators on Intellectual Disability. • Tips for Students with Intellectual Disability. • Resources on Intellectual Disability.

16. Characteristics of Intellectual Disability: • physical characteristics • An underdevelopment in physical growth • Physical deformation • Mental characteristics • Underdeveloped speech and language skills • Poor: memory, attention, perception, imagination, thinking, computing and concentration • Social characteristics • Lack of interests and orientations • Irresponsibility • Low self-esteem • Emotional characteristics • Emotional imbalance • Excessive movement • Primitive reactions

17. Tips for parents on Intellectual Disability: • Never lower your expectations for your child • Get them evaluated • Learn about your child’s disability and make sure they are in the most inclusive setting possible • Work with your student to make sure they understand their disability and that it does not mean they have something wrong with them • Never give up on your child • Be patient, resilient, understanding

18. Tips for educators on Intellectual Disability: • Break down assignments or requests into small steps. • Prayerfully select an opportunity for members with intellectual disabilities to participate in the lesson. • Use teaching ideas such as role playing, object lessons, and other visual aids to illustrate difficult concepts. • Communicate using simple phrases, and repeat important ideas. • Look for opportunities for students to work in small groups. • Be positive; smile.

19. Tips for students with Intellectual Disability: • Use short and simple sentences to ensure understanding. • Repeat instructions or directions frequently. • Ask student if further clarification is necessary. • Keep distractions and transitions to a minimum. • Teach specific skills whenever necessary. • Provide an encouraging and supportive learning environment. • Use alternative instructional strategies and alternative assessment methods. • Explicitly teach organizational skills • Keep conversations as normal as possible for inclusion with peers. • Teach the difference between literal and figurative language. • Direct student’s attention to critical differences when teaching concepts

20. Resources on Intellectual Disability: • http://www.somena.org/showpage.aspx?PID=371 • http://www.pbs.org/newshour/rundown/advice-to-students-and-parents-with-learning-disabilities/ • https://www.lds.org/topics/disability/list/intellectual-disability?lang=eng