Low incidence disabilities in special students

For inclusive education, STUDENTS with low incidence disabilities
A visual or hearing impairment simultaneous visual and hearing impairments.
Students with low-incidence disabilities make up 20% of all students with disabilities.
Small numbers of vulnerabilities related to low instability are affected. In private school, this usually means that with superior teachers, children with many disabilities need skills and knowledge.
Friend and Bur suck (2012) say students with low-incidence disabilities:
have received some type of special education service since birth.
need the same attention as students without disabilities.
includes students with moderate to severe intellectual disabilities
Superior grade of life.
Opportunity for soundness.
Appreciate to these people in community.

1. Low incidence of disabilities Inclusive Education

2. Content: Introduction of low incidence disabilities Students with moderate, severe, or multiple disabilities Students with sensory impairment Students with physical or health disabilities Autism 2

3. Low incidence disabilities : A visual or hearing impairment simultaneous visual and hearing impairments. Students with low-incidence disabilities make up  20%  of all students with disabilities. Small numbers of vulnerabilities related to low instability are affected. In private school, this usually means that with superior teachers, children with many disabilities need skills and knowledge . 3

4. Friend and Bur suck (2012) say students with low-incidence disabilities: have received some type of special education service since birth. need the same attention as students without disabilities. includes students with moderate to severe intellectual disabilities Superior grade of life. Opportunity for soundness. Appreciate to these people in community. 4

5. Examples of Low-Incidence Disabilities: • Blindness • Low vision • Deafness • Hard-of-hearing • Deaf-blindness • Significant developmental delay • Complex health issues • Serious physical impairment • Multiple disability • Social skills deficits • Forget previously learned skills 5

6. General accommodations and modifications for students with Low-Incidence disabilities: 1. Individualize 2. Make changes to classroom environment 3. Match expectations to curricular objectives and instruction 4. Allow Scheduled Break 5. Predictable Scheduled Students With Moderate, Severe or Multiple disabilities: Refer to children's disabilities who because of the intensity of their physical, mental or emotional problems, needs highly specialized education, social, psychological, and medical service in order to maximize the full potential of useful and meaningful participation in our society and self fulfillment. 6

7. The term include those children who have two or more serious disabilities such as deaf-blindness, mental retardation, blindness and cerebral palsy. • The need to process information with one of the five senses at a time. Difficulty in school, concentrating a specific task for an extended periods of time. Multiple Disabilities: The simultaneous occurrence of two or more disabling conditions that affect learning or other important life functions. These disabilities could be a combination of both motor and sensory nature. Multiple disability are concomitant impairments (such as intellectual impairment- blindness, intellectual impairment-orthopedic impairment, etc.) the combination of which causes such severe educational need that they cannot be accommodated in special education programs. Also defined by the TASH in term of necessary support: “Individual who require extensive ongoing support in more than one major life activity such as mobility, communication, learning and self care”. 7

8. Characteristics: A need for support in major life activities (domestic, leisure, community) Limited speech or communication; Difficulty in basic physical mobility; Tendency to forget skills through disuse; Memory Skill Synthesis Trouble generalizing skills from one situation to another. Self regulation Attention 8

9. Multiple Disabilities Teaching Techniques: Adaptive behavior scales ecological inventories and curriculum guides used to determine what to teach. Teach skill as integrated cluster within functional routines and contexts. Partial partition when learn a complete skill independently is not possible. Systematic instruction (time delay, system of least prompts)and data collection. Causes: In nearly one of half children born with multiple disabilities there is no identifiable cause. Chromosomal Disability Metabolic Disorder Development of brain disorder 9

10. Students With Sensory Impairment: Sensory impairment is the common term used to describe Deafness, blindness, visual impairment, hearing impairment and Deaf blindness. Sensory impairment is when one of your senses(sight, hearing, smell, touch, taste and spatial awareness) is no longer normal. Examples: If you wear glasses you have a sight impairment, and if you find it hard to hear or have a hearing aid then you have a hearing impairment. A person does not have to have full loss of a sense to be sensory impaired. Effect of Sensory Impairment On Life: Sensory impairment can have a significant impact upon the life of an individual and can cause emotional and psychological difficulties People living with a sensory impairment are more likely to have depression, isolation and a loss of confidence and independence. Sensory impairment places strain upon the health, social and the economic needs of both individuals and society in general. 10

11. Sensory impairment in education: Sensory impairment is a low incidence disability with a high educational impact. The Educational Service for Sensory Impairment (ESSI) uses specialist knowledge to support pre-school, school age children and young people (0 to 25 years) with a hearing or visual impairment throughout their education. Our key aim is to give these children and young people every chance to achieve their full potential and to minimize the educational, social and emotional aspects of their hearing or visual impairment . Affect: Total or partial loss of vision, total or partial loss of hearing, loss of significant degree of both hearing and vision. To qualify for special education, hearing and or vision loss must interfere with normal learning ability. 11

12. 12 Strategies for Learning and Teaching for sensory impairment students: Encourage the student to use visual aids(e.g., glasses, magnifiers, big-print books, etc.)  Seat the student appropriately in the classroom (e.g.in the middle towards the front). Make sure lighting is suitable.  Make efforts to eliminate the risk of glare from the desk and whiteboard. To help your hearing-impaired student's speech-read, make sure to face them when you talk, talk slowly and clearly, and don't yell. If they have their amplifiers on, you can speak in a normal tone. Try to minimize background noises. Use lots of pictures, graphics, and text labels.

13. Students with health or physical disabilities: Introduction: Physical disabilities, which are also referred to as orthopedic, neuromotor, or musculoskeletal impairments, are those that prevent normal physical functioning. They occur in just over 1% of special needs students. Neuromotor issues are a group of progressive neurological disorders that destroy motor neurons, the cells that control skeletal muscle activity such as walking, breathing, speaking, and swallowing . Orthopedic impairments are those involving the bones or limbs, such as clubfoot or lack of a digit. Musculoskeletal disorders , such as affect the muscles, tendons, and nerves. All may occur before birth, during birth, or later in life due to injury or illness. Example: A fifth-grade student with cerebral palsy. He has limited use of his arms and legs and relies on a wheelchair for support. He attends special education classes and is classified as a student with physical disabilities. 13

14. Initial barrier: Physically accessing the learning environment Inaccessibility of buildings and surrounding areas Effect on life: Some students have no restrictions, while others are extremely limited in their activities and require intensive medical and educational help. A physical problem can hamper a student's mobility, coordination, stamina, communication, or learning Instructional strategies for the students with physical disabilities: Consider environmental issues: seating placement in classroom, workspace free from distractions, proximity seating, student remove all non-related materials from space. Use textured mats 14

15. Provide a paper stabilizer and adapted paper Use colored highlighters to direct attention to key information. Use digital timer to help pace student while working. Use colored sticky notes to draw attention or clarify Use computers with touch screen capabilities. Vary group size for instruction. Provide a bookstand for books and assignment pages. Provide specifically lined/oriented paper. Use drawings and real-life examples. 15

16. Assessment strategies: A reader or an oral examination are alternatives to the written paper. Combination of written and oral examination will be most appropriate Assessment on basis of both the notes and the spoken presentation. Provide extra space if students need to use a personal computer Provide extra time in examination for students having reduced writing speed. Some students with a mobility disability may need rest breaks. Allow extensions to assignment deadlines 16

17.    Common characteristics of students with physical disabilities Commonly suggested accommodations and classroom Student needs specialized transportation. Be flexible with the schedule. Students may arrive late or have to leave before the class is over due to adapted transportation services. Is often physically unable to hold a pen and write for extended periods of time or may experience challenges with input, output, and information processing when working on assignments, tests, and/or exams. Replace written exams or assignments with an oral exam or presentation. Use of note takers. Use of assistive technology (e.g., computer, assistive software, mini recorder, etc.).  Use of a scribe or speech-to-text software to record answers on tests/exams. Provide a room other than the classroom for exams if required. Student has difficulty finishing assignments and/or tests in allotted time. Extra time for tests/exams and perhaps some components of coursework. Experience fatigue and limited mobility when speaking to a person for a long period of time. When speaking to a person who uses a wheelchair for a long period of time, avoid the need for them to strain in order to look up at you by sitting beside or leaning toward them during the conversation, in order for them to avoid experiencing fatigue and/or pain. Experiences challenges with daily living activities and mobility. Ensure all off-site activities are accessible or provide alternative assignment options. 17 Common Adaptations for students with physical disabilities:

18. Students With Autism: Autism, also called autism spectrum disorder (ASD). A complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. The effects of ASD and the severity of symptoms are different in each person. Common Symptoms A lack of eye contact A narrow range of interests or intense interest in certain topics Doing something over and over, like repeating words or phrases, rocking back and forth, or flipping a lever High sensitivity to sounds, touches, smells, or sights that seem ordinary to other people 18

19. 19 Six tips to help your students with autism thrive in the classroom.   Avoid sensory overload. Many unexpected things can be distracting to students with autism. Use visuals Be predictable. Keep language concrete. Directly teach social skills. Treat students as individuals.

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