Sharks

Developmental Coordination Disorder, Blind, Deaf

Developmental Coordination Disorder
Symptoms: (http://www.nlm.nih.gov/medlineplus/ency/article/001533.htm)
 
Children with developmental coordination disorder often have difficulties with motor coordination as compared to other children the same age. Some of the common symptoms include the following:
• Developmental delays in sitting up, crawling, and walking
• Deficits in handwriting
• Problems in gross motor coordination (jumping, hopping, standing on one foot)
• Problems in fine motor coordination (tying shoelaces, tapping one finger to another)
• Clumsiness is defined as the uncoordinated movement/abnormality of muscle control or an inability to finely coordinate movements, resulting in a jerky "to-and-fro" unsteady motion of the trunk or the limbs
General Courtesy:
• Accept the fact that a disability exists. Not acknowledging this fact is not acknowledging the person.
• Ask the student to tell you when he/she anticipates a need for assistance.
• Don't lean on a student's wheelchair. The chair is a part of the body space of the student who uses it.
• Encourage students who use crutches or canes to keep them within easy reach and make such a space available.
• Only push a wheelchair when asked.
• If spills occur, keep floors clear of liquids.
• If writing is difficult, use a tape recorder.
• Speak directly to the student with a disability, confidentially, as you would other students.
• Students should be encouraged to talk confidentially with their instructors during the first week of classes to discuss their functional difficulties and needs, and to talk about ways to accommodate.
• When it appears that a student needs help, ask if you can help. Accept a "no thank you" graciously.
• When talking to a student who uses a wheelchair for more than a few minutes, or so, sit down or kneel to place yourself at that student's eye level.
• Allow course waiver or course substitution for certain students.General Strategies:
• If the functional limitation involves the lack of arm use then the use of Dragon-Dictate may be extremely useful. It may be used for such things as computer aided drafting and design(CADD) and other computer applications.
• Arrange for library personnel to assist access to card catalouges, bookshelves, and microfiche and other equipments.
• Consider accessibility factor to classroom so that student is able to get to class on time.
• Be familiar with the building's emergency evacuation plan to assure that it is manageable for the students.
Teacher Presentation:
• If breaks between classes are short (10 minutes or less), the student who has a mobility impairment may frequently be a few minutes late. Students and instructors may want to plan for these occasions, so students don't miss important material.
• Observe potential obstacles so you can be aware of what is accessible and what is not accessible to students in wheelchairs.
• Students may need to tape lectures (difficulty with writing or unable to write).
• Table-type desks, with adequate leg space, which have enough clearance for wheelchairs can be moved into classrooms.
Laboratory:
1 Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
2 Allow more time for the student to complete the lab activities.
3 Alter the height of tables to "fit" the students (e.g., a small ramp to a flat platform for high desks).
4 Anticipate areas of difficulty in access and involve the student with disability in doing the same. Together, work out alternate procedures while trying not to disengage the student from the activity.
5 Assign a lab partner who can help to reach or manipulate objects as needed.
6 Have students in wheelchairs participate in activities as fully as possible.
7 Built-in lab tables (or small ramp/platforms) may need to be modified to accommodate wheelchairs.
8 For students who cannot fully use a computer because of physical limitations in their hands or arms, explore avenues for obtaining adaptive access software, altered keyboards (including Unicorn keyboards), special switches (latching devices, keylocks), and Power Pads, eye-controlled input systems, or touch-screens in conjunction with a light talker, trackballs, footmice, and other special equipment.
9 If breaks between classes are short (10 minutes or less), the student who has a mobility impairment may frequently be a few minutes late. Students and instructors may want to plan for these occasions, so students don't miss important aspects of the activity.
10 In the laboratory, place water, gas, and electric facilities in accessible locations.
11 Increase size of wheels, dials, handles, and buttons on lab equipment.
12 Lower supplies and equipment for easier access, or simply give them to the student as needed.
13 Perhaps a change in aisles (by relocating desks and/or chairs) is needed for wheelchair access.
14 Provide an accessible means for the recording of data, charts, or graphs.
15 Select non-manual types of laboratory teaching techniques (e.g., electronic probes vs. pipette bulbs).
16 Table-type desks, which are high enough for wheelchairs can be moved into labs.
17 Use a peer-buddy system.
18 Use electric hot plates instead of Bunsen burners as heat sources.
19 Use laboratory sinks that are accessible from 3 sides for those with one side or those who are paralyzed.
20 Use modified lids on the tops of containers (wider and bigger).
21 Use a portable eye wash.
Group Interaction and Discussion:
• Include student in open discussions.
• Allow more time for the student to complete activities.
• Use ramps and raised platforms for student's access.
• Lower chalkboard and/or corkboard.
Reading:
• Acknowledge understanding by blinking, nodding, or a pointer.
• Use a tape recorder.
• Use small sections of large text or readings.
• Use easels, portable reading racks, a standing table, and adjustable seats and desks.
• Allow more time for the student to complete the activities.
Field Experiences:
• Anticipate areas of difficulty and involve the student with a disability in doing the same. Together, and in the planning stage, work out alternate procedures while trying not to disengage the student from the activity.
• Be sure students in wheelchairs can fully participate in activities.
• When the activity involves field work or field trips, many of the students using a wheelchair will probably need other travel arrangements because they often need to rely on attendants, ramp adapted vans for transportation, or power lift vans for transportation to and from field activities.
• In the field, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.
• Use a peer-buddy system.
• Use modified lids on the tops of containers (wide, bigger, and easier to open).
• Make special advance arrangements with curators during passive visiting field trips.
• Make sure that field activity sites are accessible. Check the following:
? Are there nearby parking spaces reserved for persons with disabilities?
? Is there a ramp or a step-free entrance?
? Are there accessible rest rooms?
? If the site is not on the ground floor, does the building have an elevator?
? Are water fountains and telephones low enough for a student in a wheelchair?
? Arrange with curators of museums, science centers, etc. for alternate activities if it is not possible to have the student in a wheelchair do the activities.
? Discuss any needs, problems, or alternatives with the student.
Research:
• Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.
• Depending on the site of the research check the previous two sections.
• Use appropriate laboratory and field strategies.
Testing:
• Allow more time for the student to complete the activities.
• Provide a seperate place for the test if necessary.
• Give completely oral tests or completely written tests, whichever is more appropriate to the students needs.
• Allow students to tape record answers to tests or type answers, as needed.
• Writers should be provided for test-taking if the student is unable to write (or give oral tests out of the earshot of other students).
• Students may write slowly and need extended time for tests.
Taken from http://www.as.wvu.edu/~scidis/motor.html

back to top

Blind
 
Speaking descriptively and to also make large visuals/tactile learning opportunities.
For speaking, I need to be aware that audio is the greatest tool for the
student.  I need to:
1.        Say the students name if I want to address him/her.
2.        Describe events clearly when something visual is used in class.
3.        Get videos that have very descriptive narration.
4.        Have the other students be aware that he/she has special needs for learning. For visuals and tactile:
1.        Have brail supplements available to the student (textbooks, wksts, etc.)
2.        When using slides, make very large print.
3.        Keep the student away from the windows, where extra light may cause
            confusion.
4.        Again, have students aid the blind by helping with note taking and
            saying/describing things when working together.
 
Taken from www.as.wvu.edu/~scidis/sitemap.html

back to top

Modifications for Deaf students
(taken from “How Clean is the Water in Your Town?”)
J.Slapak, C. Hollie, T. Dao, A. Olivarez
 
 
            . The chief problems with a deaf student would be the lecture and explanations, which are essential in order for one to understand the material. Further, while the process of questioning and answering would not benefit a deaf student. To accommodate for a deaf student, detailed, illustrative, project notes and explanations would be handed to the deaf student. Further, during the lecture, these notes will be handed to the student as well as projected through a second projector. This way the deaf can look to the front when the teacher is presenting. The additional notes would have the questions and explanations that are most common from students. This may even give the deaf student a head-start, which would be beneficial.
            As for assessment, the deaf student should not have much of a handicap that the others. The project work can easily be done without the need to hear a word. The only factor would be if, by any chance, there were changes or clarifications that were presented in class but were not communicated to the deaf student, or if any other such miscommunication takes place. For these circumstances, the deaf student will obviously be pardoned completely, or notified in a written format if enough time would be available. In order to prevent such miscommunication, the deaf student’s work will be monitored from time to time.
            It can also be foreseen that a deaf student might be a bit alienated in the classroom. This may handicap him for the project. As a remedy, the deaf student will be given support to unite with a friendly and cooperative group. The deaf student should not feel lonesome or lost; a maximum social support within the classroom will be given to accommodate him or her.
 

back to top