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Muscular Distrophy , Blind, Learning Disabled

Muscular Distrophy

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.
Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
Allow more time for the student to complete the lab activities.
Alter the height of tables to "fit" the students (e.g., a small ramp to a flat platform for high desks).
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.
Assign a lab partner who can help to reach or manipulate objects as needed.
Be aware of, and prevent the possible overheating of students who have poor heat regulation.
Have students in wheelchairs participate in activities as fully as possible.
Built-in lab tables (or small ramp/platforms) may need to be modified to accommodate wheelchairs.
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.
If appropriate, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.
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.
In the laboratory, place water, gas, and electric facilities in accessible locations.
Increase size of wheels, dials, handles, and buttons on lab equipment.
Lower supplies and equipment for easier access, or simply give them to the student as needed.
Perhaps a change in aisles (by relocating desks and/or chairs) is needed for wheelchair access.
For hoods in laboratories, have operating knobs and switches within easy access.
Provide an accessible means for the recording of data, charts, or graphs.
Select non-manual types of laboratory teaching techniques (e.g., electronic probes vs. pipette bulbs).
Table-type desks, which are high enough for wheelchairs can be moved into labs.
Use a peer-buddy system.
Use electric hot plates instead of Bunsen burners as heat sources.
Use laboratory sinks that are accessible from 3 sides for those with one side or those who are paralyzed.
Use low-force electric micro switches for lights and equipment.
Use modified lids on the tops of containers (wider and bigger).
Use a portable eye wash.
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.

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.
Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
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.
Increase size of wheels, dials, handles, and buttons on field equipment.
Use a peer-buddy system.
Use modified lids on the tops of containers (wide, bigger, and easier to open).
When information gathering involves a physical action that the physically impaired student cannot perform, try a different experience yielding the same information.
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.
Develop a portfolio of the student's work, both singly and as part of a cooperating group. Orally quiz him/her to establish the extent to which the student contributed to the group-based accomplishments.

Source: http://www.as.wvu.edu/~scidis/motor.html#sect2STRATEGIES FOR TEACHING STUDENTS WITH MOTOR/ORTHOPEDIC IMPAIRMENTS

Blind

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.

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.

Learning Disabled

Adapting the project for a student with Learning Disabilities

General Courtesy

* Don't assume that the person is not listening just because you are getting no verbal or visual feedback.

* Don't assume that you have to explain everything to students with learning disabilities. They do not necessarily have a problem with general comprehension.

* Consult with the special education specialist to obtain help in understanding the specific nature of the learning disability for each student.

* Never assess a student's capabilities based solely on their IQ or other standardized test scores.

* Give student with learning disabilities priority in registration for classes.

* Allow course substitution for nonessential course requirements in their major studies.

* A student may have documented intelligence with test scores in the average to superior range with adequate sensory and motor systems and still have a learning disability. Learning disabilities often go undiagnosed, hence teacher observation can be a major source of identification.

* 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.

While teaching

Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.

* Use an overhead projector with an outline of the lesson or unit of the day.

* Reduce course load for student with learning disabilities.

* Provide clear photocopies of your notes and overhead transparencies, if the student benefits from such strategies.

* Provide students with chapter outlines or study guides that cue them to key points in their readings.

* Provide a detailed course syllabus before class begins.

Ask questions in a way that helps the student gain confidence.

* Keep oral instructions logical and concise. Reinforce them with a brief cue words.

Repeat or re-word complicated directions.

* Frequently verbalize what is being written on the chalkboard.

* Eliminate classroom distractions such as, excessive noise, flickering lights, etc.

* Outline class presentations on the chalkboard or on an overhead transparency.

Outline material to be covered during each class period unit. (At the end of class, summarize the important segments of each presentation.)

* Establish the clarity of understanding that the student has about class assignments.

* Give assignments both in written and oral form.

* Have more complex lessons recorded and available to the students with learning disabilities.

* Have practice exercises available for lessons, in case the student has problems.

* Have students with learning disabilities underline key words or directions on activity sheets (then review the sheets with them).

* Have complex homework assignments due in two or three days rather than on the next day.

* Pace instruction carefully to ensure clarity.

* Present new and or technical vocabulary on the chalkboard or overhead.

* Provide and teach memory associations (mnemonic strategies).

* Support one modality of presentation by following it with instruction and then use another modality.

* Talk distinctly and at a rate that the student with a learning disability can be follow.

* Technical content should be presented in small incremental steps.

* Use plenty of examples, oral or otherwise, in order to make topics more applied.

* Use straight forward instructions with step-by-step unambiguous terms. (Preferably, presented one at a time).

* Write legibly, use large type; do not clutter the blackboard with non-current / non-relevant information.

* Use props to make narrative situations more vivid and clear.

* Assist the student, if necessary, in borrowing classmates' notes.

* Consider cross-age or peer tutoring if the student appears unable to keep up with the class pace or with complex subject matter. The more capable reader can help in summarizing the essential points of the reading or in establishing the main idea of the reading.

Group Interaction and Discussion

* Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.

* Assist the student, if necessary, in borrowing classmates discussion notes.

* Encourage questions during or after class to ensure that materials are understood by students with learning disabilities.

* Give individual conferences to guide students with learning disabilities to monitor progress and understanding of the assignment and of the course content.

* Give plenty of reinforcement when it is evident that the student with a learning disability is trying things that are made difficult by the disability.

* Have frequent question-and-answer sessions for students with learning disabilities.

unctional Limitation: Cognitive

Primary Activities Effected: Writing / Speaking Learning Styles. Cognitive impairments can also restrict a student's abilities to take notes, write reports, and take tests.

Alternate format accommodations include: use of adapted computer systems (e.g. voice recognition, predictive word creation) for creation of written work, speech synthesis systems for augmented communication, and dictation as a substitute for written work.

Computer Use by Individuals with Learning Disabilities

Quiet work areas and ear protectors may assist students who are hypersensitive to background noise. In addition, some students with learning disabilities who have difficulty processing written information can benefit from completing writing assignments and tutorial lessons with the aid of a computer. Learning-disabled students may benefit from the use of spell checkers, thesauruses, grammar checkers, and word prediction programs (software that predicts whole words from fragments). Macro software can reduce the necessity to memorize keyboard (commands and can cause the entry of commonly used text. Some learning-disabled students find that large print displays and voice output can compensate for some visual and reading difficulties.

For students who find it difficult to read, information in an electronic form that can be used by a voice synthesis device can be very helpful. Tapes and diskettes for students with learning disabilities are available, from Recording for the Blind. There are several reading machines that provide an alternate way to read printed documents such as books, magazines, manuals, letters, memos, and computer printouts.

Geometry in Architecture

Blind

General Courtesy

Teacher Presentation

General Courtesy