Teaching Students with Low-Incidence Disabilities

1. Teaching Students withLow-Incidence Disabilities Chapter 11 ED 315 – 01 Spring 2014 Esco Anne Hocog, Felisa Mendiola, James Dela Cruz, Jolene Aguon

2. Bell Work Word Search Puzzle

3. Norms • We respect each other. • We have our eyes and ears on the speaker. • We try our best. • We are a team. • We share (our food ). • We create, participate, and have fun.

4. Students will be able to: • Define and describe low-incidence disabilities. • Define and describe students with other health impairments. • Define and describe students with physical impairments. • Define and describe students with traumatic brain injury. • Describe the role of general classroom teachers when they are working with students with low-incidence disabilities.

5. Low-Incidence Disabilities • Major categories identified under IDEA that fall into the low-incidence grouping are: a. Other health impairments b. Orthopedically impaired • Conditions such as childhood cancer, asthma, and cerebral palsy. Traumatic brain injury is also considered a low-incidence disability. • Low-incidence disabilities present unique needs. • General classroom teachers are not equipped to address the needs of these students without the help of professionals.

7. Other Health Impairments • 2006-2007, schools served 611,000 students • “having limited strength, vitality or alertness, due to continuing or severe health problems such as a heart condition, tuberculosis, asthma, epilepsy, lead poisoning, leukemia, diabetes etc.” (IDEA 2004) *Role of educators is to support health professionals and parents and provide accommodations needed as a result of the health problem. *It is essential for educators to develop an understanding of the conditions so they will be able to provide any necessary support the student may need.

8. Asthma Is a result of the body’s antibodies reacting to antigens and causing swelling, mucus secretion, and muscle tightening in the lungs. • This can cause repetitive episodes of coughing and shortness of breath. • 20 million individuals have asthma in the United States, 9 million are children. • It is the most common chronic illness in children (1 in 13) • Children having asthma has increased 30% over the past 20 years. • Is the leading cause of school absenteeism

9. Childhood Cancer • Occurs in approximately 1 in 330 children before the age of 19 years, • 12,500 children and adolescents every year. • Leukemia, brain cancer, and tumors of the central nervous system. • There are supports and interventions that schools should provide (PG. 351). (Maintain communication between schools and family, learn about the child’s diagnosis etc.) • Teachers should be prepared to deal with the long-term impact of the cancer and possible death of the student. (Many children die annually from cancer ) • Being prepared and having your other students prepared, could assist in the grieving process if the child dies as a result of the disease.

10. Cystic Fibrosis Is an inherited, fatal disease, which results in an abnormal amount of mucus throughout the body, most affecting the lings and digestive tract. • This causes air to be trapped in the lungs, which then overinflates and collapses. • If the disease progresses, it greatly affects stamina and the student’s physical condition. • For teachers: learn how to clear a student’s lungs and air passages when doing certain activities, consider restricting certain physical activities etc. PG 352

11. Dual Sensory Impairment • IDEA: deaf-blind • Typically blind or deaf with minimal impairment in the other sense, or they may have milder degrees of visual auditory impairments that do not classify as blindness of deafness • 2000-2001 – 1,320 students • Heterogenous

12. Wolfe(1997) • Use an ecological approach to assessment and skill selection to emphasize functional needs of students. • Use a variety of prompts, cues, and reinforcement strategies in a systematic instructional pattern. • Use time-dealy prompting, increasing the time between prompts. • Use groups and cooperative learning strategies. • Implement environmental adaptations

13. Diabetes Metabolic disorder in which the pancreas cannot produce sufficient insulin to process food • 23.6% million or 7.8% • Nearly 20,000 children under the age of 20 • Approximately 2 million adolescents are over-weight and are considered pre-diabetic • Type II Adult-Onset • Type I Insulin-Dependent • Approximately 1 in every 400-600 • 5-10%

14. What can we do? • Attend diabetes education training programs • Become familiar with student’s healthcare plan for management • Become aware of how to handle emergency situations • Be alert to recognize signs and symptoms of hypoglycemia and hyperglycemia • Encourage students to participate full • Prepare substitute teachers to handle emergencies • Provide accommodations for educational issues.

15. Epilepsy Neurological disorder that results in individuals having seizures. • 3 million – 326,000 under 15 • 200,000 diagnosed every year • 45,000 children experience their first seizure • Occurs in males slightly more than in females • Prevalence of epilepsy increases with age. • Occurs more frequently in racial minorities • 10% of Americans will experience at least one seizure

16. HIV and AIDS Human Immunodeficiency Virus Acquired Immunodeficiency Virus • 2008 – 2.1 million HIV worldwide • Transmitted through the exchange of blood, semen, or other body fluids. • Social, psychological, and emotional needs, as well as physical and health care needs

17. Tourette Syndrome Neurological disorder that results in multiple motor and verbal tics. • 50% parents • Before 18 • Manifests between 7 - 10 • 200,000 most severe *Understanding

18. Cerebral Palsy • Primary interventions focus on physical needs. • Physical therapy, occupational therapy, speech-language pathologist, and surgery. • Specific suggestions for teachers: (Refer to Page 362) • Assistive technology play a significant role. - Augmentative and alternative communication (AAC)

19. Muscular Dystrophy • 30 genetic diseases characterized by progressive weakness and eventual death of muscle fibers that control movement. • Most common and Serious form: Duchenne Dystrophy. • First appear ages 3 and years, progress rapidly. By age 12, most are unable to walk and must use a respirator. • Most individuals die during young adulthood. • Condition is progressive, teachers need to adapt as it worsens.

20. Muscular Dystrophy • Genetically transmitted affects 1 in every 3,500 male. Females carry genes but is not affected. • Students with Muscular Dystrophy face numerous physical, academic, social challenges. • Includes: Fatigue, learning disabilities, difficulty with written assignments, general mobility issues, and social demands • Primary role for teachers is to modify their classrooms to accommodate the physical needs of these students. • Specific Suggestions for teachers: (Refer to Page 362)

21. Spina Bifida Neural tube defect characterized by bones in the spinal column (vertebrae) not connecting properly. • Estimated 70,000 people in the U.S. • Different types of Spina Bifida: Occult Spinal Dysraphism, Spina bifida occulta, meningocele and myelomeningocele • This condition may result in paralysis of the lower extremities and loss of sensation. Incontinence is also a possible result. • Physical therapy is a critical component of treatment for children with SP. Accessibility, communication, and social-emotion concerns are the primary areas that general educators must attend to. • Teachers should do the following when working with children with SP: (Refer to page 363)

23. Traumatic Brain Injury • Defined as an acquired injury to the brain caused by external physical force, resulting on total or partial functional disability or psychological impairment that affects a child’s educational performance. • This terms does not apply to brain injuries that are congenital, degenerative, or induced by birth trauma.

24. Traumatic Brain Injury • TBI is very common among children, being the most common cause of death and disability in the United States. • It results in a wide variety of causes including a bump, blow, or jolt to the head. • Not all head injuries result in a TBI • TBI affects a wide variety of a child’s function including cognition, learning, behavior, personality, and social interactions.

25. Traumatic Brain Injury • Some academic implications resulting from a TBI include: • Difficulty with logic, thinking, and reasoning • Slower to respond, react, and complete activities and tasks • Difficulty focusing attention • Physical limitations • Inappropriate social behaviors • Difficulty remembering • Frequently puzzled or challenged by grade level work • Difficulty learning • Speech and language deficits

27. Classroom Adaptions for Students with TBI • Refer to page 366, figure 11.2

28. Role of General Classroom Teachers & Students with Low-Incidence Disabilities • Primary role for teachers is providing academic instructions and supports. • Accommodations and modifications that facilitate learning. • Teachers must work closely with health and related personnel. • A key area deals with equipment that these students may use. • Assessing the needs of students for adaptive equipment • Knowing how to help students use adaptive equipment • Knowing how to provide cleaning and maintenance of the equipment • Monitoring students with physical and health disabilities • Teachers need to be involved in all aspects of a child’s educational program.

29. Assessment Students will form a circle and EACH share what they have learned! 