Low Incidence Disabilities

A brief overview of low Incidence Disabilities

1. Low INCIDENCE disabilities (LID) Kristi Baukol

2. What are low incidence disabilities? A low incidence disability can be defined as disability that the rate of occurrence is minimal.

3. Low Incidence Disabilities Include Deaf or Hard of Hearing  Visually impaired Blind Deaf and Blind Physical Impairments Autism Spectrum Disorders Significant Health Impairments Developmental Cognitive Disorders Traumatic Brain Injuries Southwest West Central Services Cooperative. Low Incidence Disabilities. Retrieved from http://www.swsc.org/Page/573

4. As Defined Under the IDEA 2004 “a visual or hearing impairment, or simultaneous visual and hearing impairments; a significant cognitive impairment; or any impairment for which a small number of personnel with highly specialized skills and knowledge are needed in order for children with that impairment to receive early intervention services or a free appropriate public education.” U.S Department of Education. Building the Legacy: IDEA 2004. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CD%2C662%2Cc%2C

5. A Closer Look…

6. Deaf or Hard of Hearing  “The Centers for Disease Control and Prevention (CDC) actually describes “deaf” as those individuals who do not hear well enough to rely on their hearing to process speech and language. Individuals with mild to moderate hearing loss may be “hard of hearing,” but are not “deaf.” These individuals differ from deaf individuals in that they can use their hearing to assist in communication with others..” Technological Education Center for Deaf and Hard-of-Hearing Students. Deaf and Hard-of-Hearing: Some Definitions. Retrieved from http://www.deaftec.org/content/deaf-definitions

7. Visually impaired “Visually impaired means a medically verified visual impairment accompanied by limitations in sight that interfere with acquiring information or interaction with the environment…” Minnesota Department of Education. Visually Impaired. Retrieved from http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/VisuaImpair/index.html

8. Blind Blindness is an inability to see anything. An individual exhibiting total blindness is incapable of seeing any light.

9. Deaf and Blind “Deaf-Blindness means concomitant hearing and visual impairments. The combination causes severe communication and other developmental and educational need…” Minnesota Department of Education. Deaf and Blind . Retrieved from http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/DeafBlind/index.html

10. Physical Impairments ”..Physically Impaired (PI) have medically diagnosed, chronic, physical impairment, either congenital or acquired, that may adversely affect physical or academic functioning…” Cerebral Palsy Spina Bifida Muscular Dystrophy Spinal Cord Injuries Minnesota Department of Education. Physically Impaired. Retrieved from http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/PhysicImpair/index.html

11. Autism Spectrum Disorders “Autism Spectrum Disorders (ASD) are a set of neurodevelopmental disorders that affect how an individual processes information and interprets the world. Core features of autism are persistent deficits in social interaction and communication and restricted, repetitive or stereotyped patterns of behavior, interests or activities. Each individual with ASD displays a unique combination of characteristics, ranging from mild to severe…” Minnesota Department of Education. Autism Spectrum Disorders . Retrieved from http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/AutSpecDis/index.html

12. Significant Health Impairments “ Health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment.” These impairments can be a result of Attention Deficit Hyperactivity Disorder Diabetes Epilepsy A Heart Condition Hemophilia, Lead Poisoning Leukemia Nephritis Rheumatic Fever Sickle Cell Anemia National Association of Special Education Teachers. Comprehensive Overview of Other Health Impairments. Retrieved from https://www.naset.org/2278.0.html

13. Developmental Cognitive Disorders “Developmental Cognitive Disability (DCD) is defined as a condition that results in intellectual functioning significantly below average and is associated with concurrent deficits in adaptive behavior ….” It effects learning, memory processing and retention, and problem solving Minnesota Department of Education. Developmental Cognitive Disabilities. Retrieved from http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/DevelopCogDisab/index.html

14. Traumatic Brain Injuries “Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.” Minnesota Department of Education. Traumatic Brain Injury. Retrieved from http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/TraumBrainInj/index.html

15. Teaching Effectively to meet the needs of students with Low-Incident Disabilities Johnson Howell, J. & Gengel , S. (2005). Perspectives of Effective Teachers of Students with Low-Incidence Disabilities. Teaching Exceptional Children Plus , 1(4). Retrieved from files.eric.ed.gov/ fulltext /EJ966520.pdf Expectations Communication Respect Professionalism R elationships

16. Expectations The expectations placed on the student by society, teachers and families can deeply impact the student’s outcomes. Having high expectations for the student can change their life for the better. Teachers and families must have high expectations for themselves too. The success of all involved depends upon a can do attitude . Society does not always support an attitude of what students with Low Incident Disabilities can accomplish. For this to change, students need encouragement and support to push towards goals and higher achievement.

17. Communications Effective communication supports successful school experiences. These techniques include Active listening (the listener repeats back what the speaker said). Provide the student or family with the opportunity to tell you what kind of communication best supports their needs, written, oral, copies of directions, etc. Be flexible with how the student communicates, find something that works for both you and the student. Use a calendar and notes to remind yourself how and when to communicate with the students and their families.

18. Resepct For teachers to effectively work with students and their families, they need to accept the student for who they are demonstrating respect and an unbiased attitude. Teacher’s need to also demonstrate respect for other teachers and professionals working with the student.

19. Professionalism Teachers need to keep current with new advances in technology and current research. Teachers need to reflect on their teaching practices; what is working and what is not. The teacher can use data and observations to better support the students needs. If one method or strategy isn't working, the teacher tries another technique. Teachers additionally realize that a para-professioal assigned to their classroom or an individual student might need support and specialized training to work effectively with the students or students.

20. Relationships Positive relationships should be supported between the teacher and the student; the teacher and the family and the teacher and other professionals working with the student. Positive supportive relationships need to be encouraged between the special education and the regular education teacher too. Students need to be supported in forming relationship with their peers and see the teacher not as a friend but as an educator. (A teacher’s personal life should not include a relationship with the student. Teachers need their personal life to reenergize and separate work from home.)

21. Resourses http://www.esc20.net/default.aspx?name=ci_seLowIncidenceDisabilitiesResources ASSESIBLE EDUCATIONAL MATERIALS http:// aem.cast.org/about/publications/2005/ncac-curriculum-access-low-incidence-udl.html NATIONAL ASSOCIATION OF SPECIALEDUCATION TEACHERS https :// www.naset.org/naset.0.html MIINNESOTA DEPARTMENT OF EDUCTAION http :// education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/index.html TECHNNOLICAL EDUCATION CENTER FOR DEAF AND HARD-OF-HEARING STUDENTS http :// www.deaftec.org/content/deaf-definitions LOW INCIDENT DISABILITES http :// www.slideshare.net/sander60tx/low-incidence-disabilitiesa TEACHING STUDENTS WITH LOWER INCIDENT DISABILITES http :// www.sonoma.edu/users/p/phelan/433/chap4.html