Introduction |
| Anchor
Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
| Letter to Parents |
| Assessments |
| Resources |
| Modifications |
| Grant |
Muscular Dystrophy, Attention
Deficit Disorder (ADD), Emotional Disorder, Low Vision
and Blind
Modifications
for Special Needs
http://www.as.wvu.edu/~scidis/motor.html
Introduction
Motor impaired/orthopedic disabilities includes a heterogeneous
grouping of conditions with a wide range of causes. Examples of some of
the more common causes are: Nervous system disorders Traumatic spinal
cord injury Stroke Muscular Dystrophy Cerebral Palsy Epilepsy
Muscular-skeletal disorders Rheumatoid arthritis Cardiovascular disease
Coronary heart disease Respiratory Disorders Emphysema Asthma
Endocrine-metabolic Diabetes Amputation of all types.
One of the first considerations in the effective science education of
individuals with motor/orthopedic impairments is a brief understanding
of his/her impairment and the degree of educational limitation it
causes. With such information, a set of mitigative strategies can be
derived that are fully appropriate to that particular student, however,
some of the strategies may not work for every student. (After
"Mainstream Teaching of Science: A Source Book", Keller et al.)
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.
• Don't patronize students who use wheelchairs by
patting them on the head. This is a sign of affection that should be
reserved only for small children, and most of them do not like it
either.
• 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.
• Have custodians use non-skid floor polish for
students who use crutches and wheelchairs.
• 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.
• Using a wheelchair when the person can walk with
the aid of cane(s), brace(s), crutch(es), or a walker does not mean a
student is "feigning" the degree of disability. It may be a means to
conserve energy or move about more quickly.
• 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.
• Reserve parking space that is accessible and close
to the building.
• Allow course waiver or course substitution for
certain students.
• Always plan any field trip in advance to ensure
accessibility.
• Words like "walking" or "running" are appropriate.
Sensitivity to these words is not necessary. Students who use
wheelchairs use the same words.
General Strategies
• Bring to the student's attention Science Role
Models with Disabilities with a similar disability to that of the
student. Point out that this individual got ahead by a combination of
effort and by asking for help when needed.
• 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
Adaptations such as: latching devices, keylocks, headmaster, and light
talkers that simplify access to computers can greatly help the
motor/orthopedic science student.
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. Be aware of, and prevent the possible overheating
of students who have poor heat regulation.
7. Have students in wheelchairs participate in
activities as fully as possible.
8. Built-in lab tables (or small ramp/platforms) may
need to be modified to accommodate wheelchairs.
9. 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.
10. If appropriate, provide assistance, but also
provide positive reinforcement when the student shows the ability to do
something unaided.
11. 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.
12. In the laboratory, place water, gas, and electric
facilities in accessible locations.
13. Increase size of wheels, dials, handles, and
buttons on lab equipment.
14. Lower supplies and equipment for easier access,
or simply give them to the student as needed.
15. Perhaps a change in aisles (by relocating desks
and/or chairs) is needed for wheelchair access.
16. For hoods in laboratories, have operating knobs
and switches within easy access.
17. Provide an accessible means for the recording of
data, charts, or graphs.
18. Select non-manual types of laboratory teaching
techniques (e.g., electronic probes vs. pipette bulbs).
19. Table-type desks, which are high enough for
wheelchairs can be moved into labs.
20. Use a peer-buddy system.
21. Use electric hot plates instead of Bunsen burners
as heat sources.
22. Use laboratory sinks that are accessible from 3
sides for those with one side or those who are paralyzed.
23. Use low-force electric micro switches for lights
and equipment.
24. Use modified lids on the tops of containers
(wider and bigger).
25. Use a portable eye wash.
26. When information gathering involves a physical
action that the student cannot perform, try using a different type of
experience that will yield the same information.
Attention Deficit Disorder
(ADD)
http://www.as.wvu.edu/~scidis/add.html
Introduction
Attention deficit disorders are disorders characterized by serious and
persistent difficulties in attention span, impulse control, and
hyperactivity. Attention Deficit Disorder (ADD) is a chronic disorder
that can begin in infancy and extend through adulthood. It can have a
significantly negative effect on an individual's life at home, in
school, or in the community. There are two types of attention deficit
disorders: undifferentiated Attention Deficit Disorder (ADD) and
Attention Deficit Hyperactivity Disorder (ADHD). In undifferentiated
ADD, the primary and most significant characteristic is inattentiveness
but hyperactivity is not present. These students still manifest
problems with organization and distractibility, even though they may
seem quite and passive. These students also tend to be overlooked more
easily in the classroom, and may be at a higher risk for academic
failure than those with ADHD.
To be diagnosed as having ADHD a student must display, for six months
or more, at least eight of the following characteristics prior to the
age of seven:
1) fidgets, squirms, or is restless
2) has difficulty remaining seated
3) is easily distracted
4) has difficulty waiting for his/her turn
5) blurts out answers
6) has difficulty following instructions
7) has difficulty sustaining attention
8) shifts from one uncompleted task to another
9) has difficulty playing quietly
10) talks excessively
11) interrupts or is rude to others
12) does not appear to listen
13) often loses things necessary for tasks
14) frequently engages in dangerous actions
After: "Diagnostic and Statistical Manual of Mental Disorders" (3rd
ed., rev.) (American Psychiatric Association, 1987).
CHICAGO, Sept. 30 (AP) - The American Academy of Pediatric Me4dcine has
issued its first guidelines for treating attention deficit
hyperactivity disorder, suggesting that stimulant drugs may be most
effective but that behavioral techniques should also be used. The
guidelines appear in the October issue of the medical journal
Pediatrics, which will be released Monday.
As many as 3.8 million school-age children, most of them boys, are
believed to have attention deficit disorders. Symptoms may include a
short attention span, impulsive behavior and difficulty sitting still.
The guidelines, which fall in line with those issued in recent years by
the National Institute of Mental Health, were created in consultation
with child psychiatrists and psychologists. They suggest that the
evidence favoring medications like Ritalin is stronger than the
evidence about behavioral therapy.
Symptoms improve in at least 80 percent of children on stimulants, and
medication should be switched if it is not working, the guidelines say.
Critics say that many doctors and teachers turn to drugs like Ritalin
as an easy fix and that their long-term effects are uncertain. The
guidelines say any treatment should begin only after a diagnosis is
certain and doctors, parents and teachers have discussed appropriate
treatment goals. The guidelines say drugs should be used with
behavioral techniques, including time-outs for hitting. They call for
rewarding children when they complete tasks, like homework.
General Strategies
* Bring to the student's attention science role
models with disabilities with a similar disability to that of the
student. Point out that this individual got ahead by a combination of
effort and by asking for help when needed.
* Student monitoring, self management, discipline,
and encouragement can be a very important aspect for academic success.
Below are the two basic aspects of AD/HD facilitation.
* Self-monitoring techniques can be very effective
in the school setting. Self-monitoring of attention involves cueing the
student so that he/she can determine how well he/she is attending to
the task at hand. Cueing is often done by providing an audio tone such
as a random beep, timer, or the teacher can give the cue. The student
then notes whether he/she was on or off task on a simple recording
sheet. Self-monitoring techniques are more likely to be effective when
tied to rewards and accuracy checks.
* Behavior management techniques must often be used
in the learning environment. By examining a student's specific problem
behavior, understanding it's antecedents and consequences, teachers can
help students with AD/HD to develop behaviors that lead to academic and
social successes.
* Provide supervision and discipline:
o Monitor proper
behavior frequently and immediately direct the student to an
appropriate behavior.
o Enforce
classroom rules consistently.
o Avoid ridicule
and criticism. Remember that students with AD/HD have difficulty
staying in control.
* Providing Encouragement:
o Reward more
than punish.
o Immediately
praise any and all good behavior and performance.
o Change rewards
if they are not effective in motivating behavioral change.
o Find alternate
ways to encourage the AD/HD students.
o Teach the
student to reward himself or herself. Encourage positive self-talk
(e.g., "You did very well remaining in your seat today. How do you feel
about that?"). This encourages the student to think positively about
himself or herself.
* Bring to the student's attention science role
model who has a disability similar to that of the student with an
impairment. Point out that this individual got ahead by a combination
of effort and by asking for help when needed.
* Reduce the amount of materials present during
activities by having the student put away unnecessary items. Have a
special place for tools, materials, and books.
* Reward more than you punish, especially with
positive reinforcers.
* Try to be patient with an AD/HD student.
* Seat students with AD/HD in the front near the
teacher with their backs to the rest of the class. Be sure to include
them as part of the regular class seating.
* Place these students up front with their backs to
the rest of the class to keep other students out of view.
* Surround students with AD/HD with good peer
models, preferably students whom the AD/HD student views as significant
peers.
* Encourage peer tutoring and
cooperative/collaborative learning.
* A class that has a low student-teacher ratio will
be helpful to a student with AD/HD.
* Avoid all distracting stimuli. Try not to place
students with AD/HD near air conditioners, high traffic areas, heaters,
doors, windows, etc.
* Avoid transitions, physical relocation, changes in
schedule, and disruptions.
* Be creative! Produce a somewhat stimuli-reduced
study area with a variety of science activities. Let all students have
access to this area.
* Encourage parents to set up appropriate study
space at home, with set times and routines established for study. Also,
use this home area for parental review of completed homework, and
periodic notebook and/or book bag organization.
* Educational, psychological, and/or neurological
testing is recommended to determine learning style, cognitive ability,
and to rule out any learning disability (LD is common in about 30% of
students with AD/HD).
* A private tutor and/or peer tutoring will be
helpful to a student with AD/HD.
* Have a pre-established consequences for
misbehavior, remain calm, state the infraction of the rule, and avoid
debating or arguing with the student.
* Avoid publicly reminding students on medication to
"take their medicine."
Teacher Presentation
* Consult with special education personnel to
determine specific strengths and weaknesses of each student.
* Maintain eye contact during verbal instructions.
* Make directions clear and concise. Be consistent
with all daily instructions.
* When you ask an AD/HD student a question, first
say the student's name and then pause for a few seconds as a signal for
him/her to pay attention.
* To help with changes in assignments, provide clear
and consistent transitions between activities and notify the student
with AD/HD a few minutes before changing activities.
* Repeat instructions in a calm, positive manner.
* AD/HD students may need both verbal and visual
directions. You can do this by providing the student with a model of
what he/she should be doing.
* You can give an AD/HD student confidence by
starting each assignment with a few questions or activities you know
the student can successfully accomplish.
* Self-monitoring techniques can prove effective in
the school setting. Self-monitoring of attention involves cueing the
student so that he/she can determine how well he is attending to the
task at hand. Cueing is often done by providing an audio tone.
* Behavior management techniques must often be used
in the school. By examining a child's specific problem behavior,
understanding it's antecedents and consequences, educators can help
students with AD/HD develop behaviors that lead to academic and social
success.
* Develop an individualized education program. By
identifying each student's individual strengths and specific learning
needs, you can design a plan for mobilizing those strengths to improve
students academic and social performance.
* Gradually reduce the amount of assistance, but
keep in mind that these students will need more help for a longer
period of time than the student without a disability.
* Require a daily assignment notebook as necessary
and make sure each student correctly writes down all assignments. If a
student is not capable of this, the teacher should help the student.
* Initial the notebook daily to signify completion
of homework assignments. (Parents should also sign.)
* Use the notebook for daily communication with
parents.
Laboratory
* Gradually reduce the amount of assistance, but
keep in mind that these students will need more help for a longer
period of time than the student without a disability.
* Consider alternative activities/exercises that can
be utilized with less difficulty for the student, but has the same or
similar learning objectives.
* Require a daily assignment notebook as necessary
and make sure each student correctly writes down all assignments. If a
student is not capable of this, the teacher should help the student.
* AD/HD students may need both verbal and visual
directions. You can do this by providing the student with a visual
model and a verbal description of what he/she should be doing.
* You can give an AD/HD student confidence by
starting each lab assignment with a few questions or activities you
know the student can successfully accomplish.
* To help with changes in assignments, provide clear
and consistent transitions between activities and notify the student
with AD/HD a few minutes before changing activities.
* Make sure all students comprehend the instructions
before beginning their tasks (the AD/HD student will probably need
extra assistance).
* Simplify complex directions. Avoid multiple
commands.
* Repeat instructions in a calm, positive manner.
* Help the students feel comfortable with seeking
assistance (most students with AD/HD will not ask for help).
* Assign only one task at a time.
* Modify assignments as needed for the AD/HD student.
* Keep in mind that students with AD/HD are easily
frustrated and they need assurance of things that are common in
science, e.g., when an experiment does not turn out as expected.
Stress, pressure, and fatigue can help reduce their self-control and
can lead to poor behavior.
Group Interaction and Discussion
* Help the students feel comfortable in seeking
assistance (most students with AD/HD will not ask for help, especially
in a group activity).
* Gradually integrate the AD/HD student into the
interactive system
Reading
* Provide additional reading time.
* Use "previewing" strategies by being aware of the
following reading problems:
1. Reversals when
reading (i.e., "was" for "saw", "on" for "no", etc.)
2. Reversals when
writing (b for d, p for q, etc.)
3. Transposition of
letters and numbers (12 for 21, etc.)
4. Loss of place when
reading, line to line and word to word.
* Shorten the amount of required reading.
* Avoid oral reading *.
* For all assignments, clearly identify expectations
in writing.
* Make required book lists available prior to the
first day of class to allow students to begin their reading early or to
have texts put on tape*.
* Encourage the use of books-on-tape* to support
students reading assignments.
* Provide students with chapter outlines, or
handouts, that highlight key points in their readings.
* Read aloud material written on the chalkboard or
that is presented in handouts or transparencies.
* Provide the student with published book summaries,
synopses, or digests of major reading assignments to review beforehand,
and also downloads for Cliff notes are available for computer use (and
for transformation to tape output)*.
*Although seemingly contradictory, it really means that some
individuals find one or the other more helpful.
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
with the student devise accommodations for that student.
* Consider alternative activities/exercises that can
be utilized with less difficulty for the student, but has the same or
similar learning objectives.
* Monitor the AD/HD students closely on field trips.
* Help the students feel comfortable with seeking
assistance (most students with ADD will not ask for help).
* Give extra time for certain tasks. Students with
AD/HD may work slowly.
* Use appropriate laboratory and field strategies.
Field Experiences
* Gradually reduce the amount of assistance, but
keep in mind that these students will need more help for a longer
period of time than the student without a disability.
* Repeat instructions in a calm, positive manner.
* Require a daily assignment notebook as necessary
and make sure each student correctly writes down all assignments. If a
student is not capable of this, the teacher should help the student.
* AD/HD students may need both verbal and visual
directions. You can do this by providing the student with a visual
model and a verbal description of what he/she should be doing.
* You can give an AD/HD student confidence by
starting each lab assignment with a few questions or activities you
know the student can successfully accomplish.
* To help with changes in assignments, provide clear
and consistent transitions between activities and notify the student
with AD/HD a few minutes before changing activities.
* Make sure all students comprehend the instructions
before beginning their tasks (the AD/HD student will probably need
assistance).
* Simplify complex directions. Avoid multiple
commands.
* Repeat instructions in a calm, positive manner.
* Help the students feel comfortable with seeking
assistance (most students with AD/HD will not ask for help).
* Assign only one task at a time.
* Keep in mind that students with AD/HD are easily
frustrated and they need assurance of things that are common in
science, e.g., when an experiment does not turn out as expected.
Stress, pressure, and fatigue can help reduce their self-control and
can lead to poor behavior.
* Monitor the AD/HD students closely on field trips.
Testing
* Make sure you are testing knowledge and not
attention span.
* Give extra time and frequent breaks for certain of
the examination tasks (e.g., math related). Students with AD/HD may
work slowly.
* Keep in mind that students with AD/HD are easily
frustrated. Stress, pressure, and fatigue can result in reduction of
self-control and lead to poor behavior.
* Use especially some of the general strategies
related to stress, i.e., management (see first part of General
Strategies).
* Testing accommodations such as: (1) Use of a
highlighter; (2) computer with/without spell check/grammar/cut &
paste features; and (3) suitable setting such as private room and
preferential seating.
http://www.as.wvu.edu/~scidis/behavior.html
Introduction
Behavioral disorders also known as conduct disorders are one of the
most common forms of psycho pathology among children and young adults
and is the most frequently cited reason for referral to mental health
services. The appearance of behavioral disorders is increasing dramatically
in our K-12 classrooms. As a result their presence severely constrains
the ability of the school systems to educate students effectively. The
prevalence of behavioral problems among children and young adults is
substantial. Many surveys indicate that behavioral disorders vary among
young adults, ranging from 2 and 6% in K-12 students. This percentage
translates into 1.3 to 3.8 million cases of behavioral disorders among
the school and pre-college population.
Behavioral disorders become apparent when the student displays a repetitive
and impact persistent pattern of behavior that results in the significant
disruption in other students. Such disturbances may cause significant
impairments in academic, social, and or occupational functioning. Such
a behavior pattern is consistent throughout the individuals life. Among
the characteristics of a behavioral disorder among children and adolescents
are:
• Initiation of aggressive behavior and reacting
aggressively towards others.
• A display of bullying, threatening, or intimidating
behavior.
• Being physically abusive of others.
• Deliberate destruction of other's property.
• Showing little empathy and concern for the
feelings, wishes, and well being of others.
• Showing callous behavior towards others and
lack of feelings of guilt or remorse.
• They may readily inform on their companions
and tend to blame others for their own misdeeds.
General Strategies
• Bring to the student's attention science role
models with disabilities with a similar disability to that of the
student. Point out that this individual got ahead by a combination of
effort and by asking for help when needed.
• Ask previous teachers about interactive techniques
that have previously been effective with the student in the past.
• Expose students with behavioral disorders to other
students who demonstrate the appropriate behaviors.
• Direct instruction or target behaviors is often
required to help students master them.
• Have preestablished consequences for misbehavior.
• Administer consequences immediately, then monitor
proper behavior frequently.
• Determine whether the student is on medication,
what the schedule is, and what the medication effects may be on his or
her in class demeanor with and without medication. Then adjust teaching
strategies accordingly.
• Use time-out sessions to cool off disruptive
behavior and as a break if the student needs one for a
disability-related reason.
• In group activities, acknowledge the contributions
of the student with a behavioral disorder.
• Devise a contingency plan with the student in which
inappropriate forms of response are replaced by appropriate ones.
• Treat the student with the behavioral disorder as
an individual who is deserving of respect and consideration.
• When appropriate, seek input from the student about
their strengths, weaknesses and goals.
• Enforce classroom rules consistently.
• Make sure the discipline fits the "crime," without
harshness.
• Provide encouragement.
• Reward more than you punish, in order to build
self-esteem.
• Praise immediately at all good behavior and
performance.
• Change rewards if they are not effective for
motivating behavioral change.
• Develop a schedule for applying positive
reinforcement in all educational environments.
• Encourage others to be friendly with students who
have emotional disorders.
• Monitor the student's self-esteem. Assist in
modification, as needed.
• Self-esteem and interpersonal skills are especially
essential for all students with emotional disorders.
• Do not expect students with behavioral disorders to
have immediate success; work for improvement on a overall basis.
• As a teacher, you should be patient, sensitive, a
good listener, fair and consistent in your treatment of students with
behavioral disorders.
• Present a sense of high degree of possessiveness in
the classroom environment.
Teacher Presentation
• After a week, or so, of observation, try to
anticipate classroom situations where the student's emotional state
will be vulnerable and be prepared to apply the appropriate mitigative
strategies.
• By using examples, encourage students to learn
science so they can emulate adult behaviors.
• Check on the student's basic capacity to
communicate and adjust your communications efforts accordingly.
• Use a wide variety of instructional equipment which
can be displayed for the students to look at and handle.
• When an interest in a particular piece has been
kindled, the instructor can talk to the student about it and show him
or her how to use it.
• Instructions should be simple and very structured.
• Group participation in activities is highly
desirable because it makes social contacts possible.
• Monitor the student carefully to ensure that
students without disabilities do not dominate the activity or detract
in any way from the successful performance of the student with the
behavioral disorder.
• Teachers should reward students for good behavior
and withhold reinforcement for inappropriate behavior.
• Some aggressive students act as they do because of
a subconscious desire for attention, and it is possible to modify their
behavior by giving them recognition.
• Have the individual with the behavioral disorder be
in charge of an activity which can often reduce the aggressiveness.
• Special efforts should be made to encourage and
easily facilitate students with behavioral disorders to interact.
• Show confidence in the students ability and set
goals that realistically can be achieved.
• Plan for successful participation in the activities
by the students. Success is extremely important to them.
• The environment must be structured but sensitive to
the needs of these youth with behavioral disorders.
• Expose students with behavioral disorders to other
students who demonstrate the appropriate behaviors.
• Direct instruction or target behaviors is often
required to help students master them.
• Consultation with other specialists, including the
special education teacher, school psychologist, and others may prove
helpful in devising effective strategies.
• Keep an organized classroom learning environment.
• Devise a structured behavioral management program.
• As an educator you serve a model for the students
who are behaviorally disturbed. Your actions therefore, must be
consistent, mature, and controlled. Behavioral outbursts and/or angry
shouting at students inhibit rather than enhance a classroom.
• Provide a carefully structured learning environment
with regard to physical features of the room, scheduling, routines, and
rules of conduct.
• If unstructured activities must occur, you must
clearly distinguish them from structured activities in terms of time,
place, and expectations.
• Let your students know the expectations you have,
the objectives that have been established for the activity, and the
help you will give them in achieving objectives.
• When appropriate, seek input from the students
about their strengths, weaknesses and goals.
• Do not expect students with behavioral disorders to
have immediate success; work for improvement on a overall basis.
• Be fair and consistent, but temper your consistency
with flexibility.
• You should refer the students to visual aids and
reading materials that may be used to learn more about the techniques
of skill performance.
• Present a sense of positiveness in the learning
environment.
• Remain calm, state the infraction of the rule, and
avoid debating or arguing with the student with a behavioral disorder.
• Have preestablished consequences for misbehavior.
• Administer consequences immediately, then monitor
proper behavior frequently.
• Enforce classroom rules consistently.
• Make sure the discipline fits the "crime," without
harshness.
• Provide encouragement.
• Reward more than you punish, in order to build
self-esteem.
• Praise immediately and all good behavior and
performance.
• Change rewards if they are not effective for
motivating behaviral change.
• Find ways to encourage the student.
• Be positive and supportive.
• Develop a schedule for applying positive
reinforcement in all educational environments.
• Encourage others to be friendly with students who
have emotional disorders.
• Monitor the student's self-esteem. Assist in
modification, as needed.
• Self-esteem and interpersonal skills are especially
essential for all students with emotional disorders.
http://www.as.wvu.edu/~scidis/vision.html
Introduction
There are two main functional
categories of visual impairments: Low Vision and Blind. Low vision
students usually are print users , but may require special equipment
and materials. The definition of legal blindness covers a broad
spectrum of visual impairments. The extent of visual disability depends
upon the physical sensory impairment of the student's eyes, the age of
the student at the onset of vision impairment, and the way in which
that impairment occurred. Vision also may fluctuate or may b e
influenced by factors such as inappropriate lighting, light glare, or
fatigue. Hence, there is no "typical" vision impaired student. The
major challenge facing visually impaired students in the science
educational environment is the overwhelming mass o f visual material to
which they are continually exposed, viz., textbooks, class outlines,
class schedules, chalkboards writing, etc. In addition, the increase in
the use of films, videotapes, computers, laser disks, and television
adds to the volume of v isual material to which they have only limited
access. To assist in overcoming a students' visual limitation requires
unique and individual strategies based on that student's particular
visual impairment and his/her skill of communication (e.g., Braille,
speed listening, etc.). (After: "The Mainstream Teaching of Science: A
Source Book", Keller et al.)
General Courtesy
• Speak to
the class upon entering and leaving the room or site.
• Call the
student with a vision impairment by name if you want his/her attention.
• Seat the
student away from glaring lights (e.g. by the window) and preferably
infront of the class.
• Use
descriptive words such as straight, forward, left, etc. in relation to
the student's body orientation. Be specific in directions and avoid the
use of vague terms with unusable information, such as "over there",
"here", "this", etc.
• Describe,
in detail, pertinent visual occurrences of the learning activities.
• Describe
and tactually familiarize the student to the classroom, laboratory,
equipment, supplies, materials, field sites, etc.
• Give
verbal notice of room changes, special meetings, or assignments.
• Offer to
read written information for a person with a visual impairment, when
appropriate.
• Order the
appropriate text books for the students in their preferred medium.
• Identify
yourself by name, don't assume that the student who is visually
impaired will recognize you by your voice even though you have met
before.
• If you are
asked to guide a student with a visual impairment, identify yourself,
offer your services and, if accepted, offer your arm to the student's
hand. Tell them if they have to step up or step down, let them know if
the door is to their left or right, and warn them of possible hazards.
• Orally,
let the student know if you need to move or leave or need to end a
conversation.
• If a
student with a visual impairment is in class, routinely check the
instructional environment to be sure it is adequate and ready for use.
• When
communicating with a student who has a vision impairment, always
identify yourself and others who are present.
• Do not pet
or touch a guide dog. Guide dogs are working animals. It can be
hazardous for the visually impaired person if the dog is distracted.
• Be
understanding of the slight noise made by a portable translator.
• Also use
an auditory or tactile signal where a visual signal is normally used.
• It is not
necessary to speak loudly to people with visual impairments.
• Always
notify changes of class schedule in advance.
General Strategies
The degree of impairment and
the student's background and training (like the degree of proficiency
in Braille) will affect the usefulness of the various strategies and
suggestions. The student with a vision impairment will most likely need
assistance in all aspects of science programs. The various strategies
given below will work for most vision impaired students--some may not.
Accessible description will be necessary for pictures, graphics,
displays, or field sites, etc.; the student's identification queries;
and differentiation of items where touch will not discriminate; and in
orientation and mobility aspects in unfamiliar situations.
• Bring to
the student's attention science role models with disabilities with a
similar disability to that of the student. Point out that this
individual achieved by a combination of effort and by asking for help
when needed.
• A wide
selection of magnifying devices are available that can be used by
visually impaired students to assist in reading or working with objects
that need to be observed.
• A screen
reader, low vision projection screen, or an item like outSPOKEN or a
similar system can be used to read a computer screens.
• A screen
magnifier may be used to enlarge print on a computer screen.
• General
Information Access for Persons with Vision Loss
1. Visual
material needs to be accompanied by a verbal description. If you are
demonstrating how to use a piece of equipment, be sure to describe the
equipment and what you are doing to operate it. Read overheads aloud
and describe the content of slides (see note below about large print).
In a conference presentation setting, you will probably want to provide
all descriptions yourself. If you are showing a videotape, describe the
action. If you distribute videotapes as handouts, any action or an
explanatory text that is crucial to understanding the text of the
presentation should be narrated.
2. If there
are multiple speakers (such as a panel), have each speaker introduce
himself or herself to the audience so that the speakers' voices are
keyed for the audience as to their identity.
3. Be
certain that your presentation can be clearly heard by everyone in the
room and repeat all questions from the audience, prior to answering.
4. Handouts
should be available in large print, audiotape, computer disk, and/or
Braille formats. If this is not possible prior to your presentation,
note the various individuals' preferred formats and then make your
materials available to them within a short time after your presentation.
5. Large
Print * - People who have some functional vision may be able to see
print if it is large enough. Prepare print information on white paper
with sharp, black ink. Standard print is generally 10-12 point type.
Large print is 16-18 point and up, generally an enlargement setting of
160-175% on a copy machine. In the case of documents that already exist
in print form, use a copy machine to enlarge each page onto 11 x 17
paper. Try darker settings on the copy machine to increase contrast
without producing streaks. Many computer programs offer a variety of
font types and sizes.
(On most newer versions of
browsers, you can select Text Zoom from View Menu of the browser for
larger view).
Teacher Presentation
• By
verbally spelling out a new or technical word, you will be helping the
student with a vision impairment, as well as for other students.
• An
enlarged activity script, directions, or readings of a detailed lesson
can be used for a low vision person and for use in describing tactile
3D models .
• Use an
overhead projector to show step-by-step instructions. Mask all the
instructions except the one(s) that you want to present.
• Use an
opaque projector whenever possible to enlarge a text or manual.
• All
colored objects used for identification related to a lesson,
experiment, or other directions should be labeled with a Braille label
maker or otherwise tacitly coded for most students with vision
impairments.
• Describe,
in detail, visual occurrences, visual media, and directions including
all pertinent aspects that involve sight.
• Use a
sighted narrator or descriptive video (preferably the latter) to
describe aspects of videos or laser disks.
• Describe,
in detail, all pertinent visual occurrences or chalkboard writing.
• Where
needed, have lesson or direction materials Brailled, use an enlarged
activity script, or recorded ahead of time, for class handouts.
• Have
tactile 3D models, raised line drawings, or thermoforms available to
supplement drawings or graphics in a tactile format when needed.
• Whenever
possible, use actual objects for three dimensional representations.
• Modify
instructions for auditory/tactile presentation.
• Use raised
line drawings for temporary tactile presentations.
• Use an
overhead projector, chalkboard, graphs, or slides as you would
normally, but provide more detailed oral descriptions, possibly
supplemented with thermoforms where appropriate.
• Allow
student to use a tape recorder for recording classroom presentations or
the text.
• Make all
handouts and assignments available in an appropriate form: e.g.,
regular print, large print, Braille, or on a cassette, depending on the
students optimal mode of communication.
• Use a
monocular or a private eye (electronic miniature television) or similar
devices for long range observations of chalk board or demonstration
table presentations.
Laboratory
1) Describe and
tactually/spatially familiarize the student with the lab and all
equipment to be used.
2) Consider alternate
activities/exercises that can be utilized with less difficulty for the
student, but has the same or similar learning objectives.
3) Use an enlarged activity
script, directions, or readings for a low vision student (or taped
script for a student who is blind) for use with tactile 3D models.
4) Make all handouts and
assignments available in the appropriate form for the student: e.g.,
regular print, large print, Braille, or tape depending on the students
optimal mode of communication.
5) Assistance may be needed
for converting certain laboratory materials from a visual to a tactile
format.
6) Have the student with a
vision impairment do a trial run on the equipment before the activity.
7) Allow more time for the
laboratory activities.
8) Always try to keep
materials, supplies, and equipment in the same places.
9) Use a microprojector or
similar device to help the visually impaired student to examine images
from a microscope.
10) Place the student and/or
tape recorder an appropriate distance from the activity to permit
hearing and/or the recording of results or observations.
11) Use an overhead projector
or opaque projector to show step-by-step instructions. Mask all the
instructions except the one(s) that you want followed for students with
vision impairments.
12) Use Descriptive Video for
videos or laser disks. If Descriptive Video is not available, use a
sighted narrator to describe movies, videos, laser disks, or slides.
13) Provide means for the
acquisition and/or recording of data in an appropriate mode for the
student.
14) Use tag shapes for showing
relationships (such as distance comparisons) buttons, or other markers
on a "layout" board.
15) A Braille label maker will
be useful for identifying materials and containers in the laboratory
for the vision impaired student with a vision impairment who reads
Braille.
16) Make equipment available
that the student with a vision impairment can access in interpreting
and understanding the results of laboratory exercises (e.g. audible
readout voltmeters, calculators, talking thermometers, magnifiers, etc.
17) Use a hot plate for
heating instead of Bunsen burner.
18) Label material, supplies,
and equipment with regular print, large print, and/or Braille, as
appropriate for the vision impaired student.
19) Pair the student with a
vision impairment with a sighted student. Then have the non-impaired
student describe the activities and outcomes as they are observed.
20) A low vision projection
screen can be use to magnify images up to 720X.
21) Use a portable
communication board to provides auditory scanning of laboratory
materials such as: pictographic symbols, letters, and/or words.
22) When using a computer, the
student with a visual disability can use a voice input device or a
remote voice system to verbally enter commands.
23) Prior to the enrollment of
a student with a visual impairment in class, obtain laboratory
equipment that have available ability to produce adaptive outputs such
as: a large screen, print materials, or various audio output devices.
24) Various Braille devices
can be used to assists vision impaired students when reading.
25) For "reading" the outputs
of balances and other instruments, one can use a Braille N' Speak
device (Blazie Engineering)
26) Have a lab assistant help
you if necessary to make sure that students with visual impairments are
being assisted.
Group Interaction and
Discussion
• Describe
and tactually/spatially familiarize the student to the classroom.
• Place the
student and/or recorder an appropriate distance from the activity to
permit recording of material.
• Use a tape
recorder.
• If the
student is partially sighted, be sure he/she is seated where lighting
is appropriate.
• Use a note
taker who takes notes in the appropriate mode.
Text Reading Systems
• Paid or
volunteer readers or writers can assist a student with a visual
impairment with texts, materials, and library readings .
• Offer to
read, or arrange to have read, written information for a person with a
visual impairment, when appropriate.
• Arrange,
ahead of time, for audio book acquisition of the text or other reading
materials through the Talking Book Service, Recordings for the Blind
and Dyslexic, text reading systems, or audio output devices.
• Various
Braille devices can be used to assists vision impaired students when
reading.
Field Experiences
• Make all
handouts, safety information, and assignments available in an
appropriate form (e.g., regular print, large print, tactile Braille, or
cassette).
• Consider
alternate activities/exercises that can be utilized with less
difficulty for the student, but has the same or similar learning
objectives.
• Use a
sighted guide.
• Do
detailed description and narration of objects seen in science centers,
museums, and/or field activities.
• The use of
a laser cane or mowat sensor can be useful in assisting the student in
unfamiliar surroundings.
• An
enlarged activity script, directions, or readings for descriptions of a
field/activity for a low vision person to use with field observations.
• Suggest
that the student use a standard tape recorder.
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.
• Use
appropriate lab and field strategies according to the nature of the
research.
• Various
Braille Devices can be used to assists vision impaired students when
reading.
• Suggest
that the student use a tape recorder with a sighted person on the
various activities.
• Research
on Mowatt sensor
Testing
• Make
arrangements for tactile examinations, if touch is not normally
permitted (say, in a museum) then contact the curator for tactile
access to a museum display items or say, in a zoo for access to a
plant/animal species and/or collection).
• Place the
student being tested close to the activity if tactile examination is
necessary.
• Present
examinations in a form that will be unbiased to visually impaired
students. Ask the student for the approach he/she finds to be most
accessible.
• One
possible accessible method is to record test questions on tape and have
the students record their answers on tape in an area which has minimal
disturbance for other students.
• Use an
enlarged activity script, directions, or readings to go along with the
testing material.
• Allow more
time.
• Allow
calculators to be used during the test.
• Make use
of larger print (e.g. 14 pt; 20 pt sized or as needed).
• Make use
of visual magnification (magnifier or magnifying machine),
audiocassette, Braille/Braille graphs/Braille device for written
responses, large block answer sheet.