Disability Resource File Kasey Davidson Dr. Richmond EDUC 685 E1

1. Disability Resource FileKasey DavidsonDr. RichmondEDUC 685 E1

2. Attention Deficit Hyperactivity Disorder

3. WEBSITES • http://www.cdc.gov/ncbddd/adhd/ • This website gives all the needed information on ADHD. It explains the different types of medication and their effects as well as the symptoms . It also gives statistics and explains possible reasons why it is becoming so prevalent in adolescents. • http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml • This website discusses the causes of ADHD and how to treat it and how it is diagnosed. Additionally it talks about the different medications and dosages for them. It also discusses possible strategies for working with the school in order to give your child the best chance to a proper education .

4. STRATEGIES & FACTS • Practice Relaxation techniques • Develop an organization system that works for you and can keep you focused. • Exercise Daily to help exert extra energy • Have the student with ADHD sit in the front of the classroom to help reduce the amount of distractions. Facts For School: • Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurobehavioral disorders of childhood. • Having a large support system between the parents and the teacher will help a student with ADHD succeed better in school. • Be patient with the students with ADHD, it may take them a few more tries to complete the project or activity, and make sure they know you care and are willing to take the time to ensure they get what they need. Sources: • http://www.drpaul.com/behaviour/adhdclas.html • http://www.cdc.gov/ncbddd/adhd/ • http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

5. Autism and Asperger’s Syndrome

6. WEBSITES • http://www.aspergerssyndrome.org/ • This website discusses how Aspergers is a condition found on the autism spectrum. It goes into detail on how it is diagnosed and how help your child deal with this disorder. It has great ideas for how to make the teacher and parent a unit when dealing with Aspergers. It also has a great story of a boy who suffers from Aspergers but has beat the odds and is extremely successful. Additionally, it has a list of websites that you can go to that show different organizations and groups of people that either have or are dealing with Aspergers in their family. • http://www.autism-help.org/ • This is a great website that goes in detail on the symptoms, treatments, and statistics of Autism, especially Aspergers. It defines autism and explains how Aspergers is a condition of it. It also discusses how to deal with this disorder in the classroom as well as everyday life. There is also a list of other websites that are easily accessible through this website.

7. STRATEGIES & FACTS • Be patient and do research to ensure you understand all there is to know about your child’s disorder. • Consult with doctors and professionals (Therapist) to help you and your child deal with this disorder. Facts: • Do not worry about the critical period for learning with a child with Autism or Aspergers, they will learn when they are ready. • Keen in on a child with Autism or Aspergers special gifts and help them focus on their talent. This will help them complete projects and stay on task, especially if their talent is incorporated in all the activities. • Early screening can help detect whether a child has Autism or a condition of Autism and will help get the child on the program them need to be. Sources: http://www.aspergerssyndrome.org/ http://www.autism-help.org/ http://www.specialed.us/autism/asper/asper11.html

8. Behavior Disorders/ Emotional Disturbances

9. WEBSITES • http://nichcy.org/disability/specific/emotionaldisturbance • This website focuses on emotional disturbances and how if undetected at an early age can cause serious problems in adult hood. It discusses the different emotional disturbances such as anxiety disorders, eating disorders, bipolar disorders, and obsessive compulsive disorders. It talks about the characteristics of these disorders as well as strategies to help with in school. • http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance • This website focuses on both emotional disturbances as well as behavior disorders. It discusses the typical patterns of disordered behavior and the educational implications. Additionally, it gives examples of what to do when you see a student, or child displaying disturbed behavior. Certain situations may require an expert such as a counselor in the school or a therapist.

10. STRATEGIES & FACTS • Create classroom rules because they create structure for self-discipline. • Be positive and motivating • Create a classroom structure and routine to minimize unstructured free-time. • Have test retakes, praise them often, and allow them to share their feelings toward their personal academic standards. Facts: • Watch out for triggers throughout the day. Make sure as a teacher your transitions between classroom activities is smooth. Disturbances in the day can cause a great deal of stress for students suffering from ED disorders. • Children with ED disorders are very sensitive and may have low self-esteem. Ensuring a lesson is full of components that they are familiar and have confidence in is a great tool to use. ED disorders are hard for children to work with for they may not be able to explain why they are having an anxiety attack over a test or peer confrontation. Sources: http://nichcy.org/disability/specific/emotionaldisturbance http://www.insidetheschool.com/articles/teaching-strategies-that-work-for-students-who-have-emotional-and-behavioral-disorders/

11. Blindness / Visual Impairments

12. WEBSITES • http://nichcy.org/disability/specific/visualimpairment • This website defines all forms of blindness, partially sighted, low vision, legally blind, and totally blind. It gives examples of how visual impairments could occur if not onset at birth. Additionally, it gives examples of educational implications. It gives suggestions such as using brail or giving less worksheets and doing more auditory learning when your classroom has a student that is visual impaired. • http://kidshealth.org/kid/health_problems/sight/visual_impaired.html • This website has tutorials and examples of how to deal with students with various forms of blindness. It gives strategies on how to help students in the classroom as well as with social interaction. It gives examples of specific devices that can be used to enhance the level of learning for students who are visually impaired. Additionally, it discusses that importance of doctors and what they can do.

13. STRATEGIES & FACTS • Make sure the student is comfortable in the classroom and is well aware of where everything is located. • Get to know the student and make sure you are aware of their special needs especially if they have a particular learning need. • When teaching make sure to use descriptive words and have the student sit in the front of the classroom. • When using videos make sure the descriptions are detailed and easy to understand. • When using PowerPoint or any type of presentation make sure the print is large and easy to read. Facts: • Partially sighted indicates some type of visual problem has resulted in a need for special education. • Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. • Legally blind indicates that a person has less than 20/200 vision. • Totally blind students learn via braille or other non-visual media Sources: http://kidshealth.org/kid/health_problems/sight/visual_impaired.html http://sds.ucsf.edu/assets/Visual_Impairment.pdf http://www.tsbvi.edu/seehear/archive/strategies.html

14. Communicative Disorders

15. WEBSITES • http://www.cec.sped.org/AM/Template.cfm?Section=Communicative_Disorders&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5626 • This website defines communicative disorders and gives examples on how to detect if your child or student has trouble with communication with others whether it be through traditional language , hearing, and or speech. It discusses the characteristics of communicative disorders and gives strategies for teachers and parents for dealing with children with this disorder. • http://en.wikipedia.org/wiki/Communication_disorder • This website has excellent information on communicative disorders. It goes in great detail on how to determine if your child or student is suffering from this disorder as well as how to help them get the best life and education possible. It also discusses the different categories if communicative disorders.

16. STRATEGIES & FACTS • Allow more time for the student with communication impairments to complete tests in their optimal mode of communication. • Check to be sure that test instructions are completely understood by the child and provide any additional assistance that may be needed. • Keep up-to-date on the student's accomplishments in therapy. Facts: • Giving students with speech impairments opportunities to speak in class can boost self-esteem. • Allowing students to tape or record lectures can be helpful in their learning. Sources: http://www.livestrong.com/article/14717-classroom-strategies-for-inclusion-of-students-with-communication-and-learning-disorders/ http://en.wikipedia.org/wiki/Communication_disorder

17. WEBSITES • http://en.wikipedia.org/wiki/Developmental_disorder • This website contains a lot of great information pertaining to developmental disorders. It discusses the causes as well as the characteristics of different developmental disorders. Additionally, it talks about the various treatments as well as signs and symptoms. • http://www.cdc.gov/ncbddd/dd/default.htm • This website is a government site that has a lot of information on developmental disorders. It breaks them down into more specific disorders such as Autism, and Cerebral Palsy.

18. STRATEGIES & FACTS • Look to the state programs that are created to help students who have developmental disorders. • Assistive Technology can help students with developmental disorders. Facts • 13% of students under 18 are effected by developmental disorders. • New treatments are currently being studied through trials conducted by the national government. Sources: http://www.cdc.gov/ncbddd/dd/default.htm http://www.macmh.org/publications/ecgfactsheets/PDD.pdf

19. Learning Disability

20. WEBSITES • http://www.ncld.org/ • The National Center for Learning Disabilities website is packed with useful information. Everything from resources for home, school, and work to the latest information on studies and case laws. • http://www.ldonline.org/ • The website provides the basic information about learning disabilities along with specific information for parents and teachers. Also, there are some ideas to help students with this disability.

21. STRATEGIES & FACTS • Using assistive technology in the classroom helps students with learning disabilities. • Distributing reminder sheets at the end of a lesson can help with retention. • Give clear and appropriate assignments • Teach study skills • Use homework calendar Facts: • Students with learning disabilities are being included in general education classes now more than ever. • These students are often intimidated by asking questions in large group scenarios. Sources: http://www.ncld.org/ http://www.ldonline.org/article/202/

22. Mental Retardation

23. WEBSITES • http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/IntellectualDisability.pdf • This is a fact sheet on mental retardation. Information is provided on the disability as well as what to do if you expect your child is affected. • http://health.nytimes.com/health/guides/disease/mental-retardation/overview.html • This overview goes into great length about the disorder. It talks about what areas of the person’s life may be affected by the disability and how we can help people like this.

24. STRATEGIES & FACTS • These students sometimes do not know how to interact with peers appropriately so social interaction should be taught. • A structured environment proves to be most successful. • Use charts and graphs to display information • Give feedback right away and continue to praise them all day • Be postive Facts: • 1-3% of the population are affected. • Certain injuries later in life such as head injury or serious infection can cause this disability. Sources: http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/IntellectualDisability.pdf http://www.best-teaching.com/09101838-teaching-strategies-for-mentally-retarded-students/

25. Multiple and Severe Disabilities

26. WEBSITES • http://nichcy.org/disability/specific/multiple • This is a good resource because it defines the condition and gives the characteristics and implications. • http://faculty.frostburg.edu/mbradley/EC/severeandmultipledisabilities.html • I like this resource because it is a collection of research done by a professor at a university on the disability. It has a summary, characteristics, links, and data.

27. STRATEGIES & FACTS • Encourage your school to create professional development days about multiple and severe disability. • Repetition of skills is important due to the easy loss of skills through disuse. • Use aides and volunteers • Have physical activities incorporated into the lessons but be sure they are able to achieve them on their own Facts: • About 0.1 8% of the population is covered under IDEA for this disability. • Complications before, during, and after birth can cause this disability. Sources: http://faculty.frostburg.edu/mbradley/EC/severeandmultipledisabilities.html http://www.brighthubeducation.com/special-ed-inclusion-strategies/42000-students-with-severe-or-multiple-disabilities/

28. Other Health Impairments

29. WEBSITES • http://nichcy.org/disability/specific/ohi/ • This is a good resource because it outlines the disability and also provides help options for medical issues and schooling issues. • http://www.personal.psu.edu/aec5115/blogs/spled_portfolio/article2.pdf • This is another resources from a university that I liked because it gives specific examples of other health impairments and explains them in detail. It builds off of the first website and goes more in depth.

30. STRATEGIES & FACTS • Early intervention is essential to recognizing the disability. • Consult with the school nurse for classroom activity considerations. • Build a caring classroom environment • Hands on learning • Flexible seating Facts: • To qualify for IDEA the conditions must have a negative affect on educational performance. • Examples include Tourette Syndrome and Epilepsy. Sources: http://www.personal.psu.edu/aec5115/blogs/spled_portfolio/article2.pdf http://akuehnel3.tripod.com/id9.html

31. Physical Disabilities

32. WEBSITES • http://en.wikipedia.org/wiki/Physical_disability • This resource provides examples of prenatal and perinatal conditions along with different types of physical disabilities. • http://www.csun.edu/~sp20558/dis/physical.html • This is yet another university sponsored document that outlines the disability. It also lists issues and considerations to make when working with these students.

33. STRATEGIES & FACTS • Make the classroom safe and accessible for students with visual impairments. • Be sensitive to words like “walking” and “running” • Have a buddy system Facts: • Disability can be congenital or be onset after birth by accident or injury. • Visual, Moblity, and Hearing are the three most common types of physical disabilities. Sources: http://www.csun.edu/~sp20558/dis/physical.html http://www.brighthubeducation.com/special-ed-physical-disabilities/51778-teaching-strategies-for-students-with-physical-disabilities/

34. Traumatic Brain Injury

35. WEBSITES • http://www.cdc.gov/TraumaticBrainInjury/ • This website contains a lot of information on the causes and effects of traumatic brain injury. It also provides long term outcomes for those who suffer. • http://www.asha.org/public/speech/disorders/tbi.htm • This website links to other organization with information along with what they have posted. Some key facts that this site offers include diagnosis and communication problems.

36. STRATEGIES & FACTS • Slow down the rate of conversation to allow comprehension. • Eliminate distracting stimuli to enhance the ability for students to focus on what is important. Facts: • Cognitive damage may make it difficult for students to use appropriate tone of voice or read body language. • Pre-injury memory is usually not affected. Sources: http://www.cdc.gov/TraumaticBrainInjury/ http://sds.ucsf.edu/assets/brain_injury.pdf

37. Twice Exceptional

38. WEBSITES • http://www.cec.sped.org/AM/Template.cfm?Section=Twice_Exceptional&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5634 • This resource clearly defines and addresses the situation that is twice-exceptional. It discusses a brief history and the complications that occur when being gifted with a disability. • http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html • Although this document is dated, it gives a good insight to characteristics of twice exceptional students. Also provided is their curricular needs.

39. STRATEGIES & FACTS • Focus on preventing the disability becoming a barrier for their special talents. • Teach them to use charts and diagrams • Need a challenging, but structured environment. Facts: • May use high level vocabulary in speech, but not in writing. • Often use their intelligence to circumvent the disability. Sources: http://www.cde.state.co.us/gt/download/pdf/twiceexceptionalresourcehandbook.pdf http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html