Titan AE

Developmental Coordination Disorder, Attention Deficit Disorder (ADD) , Hearing Impairment (Deaf)

Developmental Coordination Disorder

Developmental Coordination Disorders (DCD) also know as developmental dyspraxia, are characterized as being "clumsy" or "awkward". Children with developmental coordination disorder have difficulties with motor coordination as compared to other children of the same age. These children have difficulties in mastering gross motor coordination tasks such as crawling, walking, jumping, standing on one foot, catching a ball and fine coordination task such as tying shoelaces. Some children also demonstrate expressive speech problems.
Modifications
∑ 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.
∑ 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.
∑ 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.
∑ Increase size of wheels, dials, handles, and buttons on lab equipment.
∑ Select non-manual types of laboratory teaching techniques (e.g., electronic probes vs. pipette bulbs).
∑ Use a peer-buddy system.
∑ Use electric hot plates instead of Bunsen burners as heat sources.
∑ Use low-force electric micro switches for lights and equipment.
∑ Use modified lids on the tops of containers (wider and bigger).
∑ 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.
∑ Provide a separate 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.
References
http://www.as.wvu.edu/~scidis/motor.html#sect3
http://www.psychnet-uk.com/dsm_iv/developmental_coordination_disorder.htm

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Attention Deficit Disorder (ADD)

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
Modifications
∑ 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."
References
http://www.as.wvu.edu/~scidis/sitemap.html

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Hearing Impairment (Deaf)

Over time, the average hearing impaired student shows an ever increasing gap in vocabulary growth, complex sentence comprehension and construction, and in concept formation as compared to students with normal hearing. Hearing impaired students often learn to "feign" comprehension with the end result being that the student does have optimal learning opportunities. Therefore, facilitative strategies for hearing impaired students are primarily concerned with various aspects of communication. Other problems arise because deafness is an invisible disability. It is easy for teachers to "forget about it" and treat the student as not having a disability. It has also been shown that hearing impaired students with good English skills also have good science concept formation. (After "Mainstream Teaching of Science: A Source Book", Keller et al.)
Deaf: "A hearing impairment which is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance."
Modifications:
∑ Since facial expressions, gestures, and other body language will help convey your message:
∑ Get the attention of a student with a hearing impairment before speaking and communicating and always face the student.
∑ If not facing a student with a hearing impairment, gently touch a student on the shoulder or on the arm to indicate that you want to talk to him/her.
∑ Do not be alarmed if the student does not understand and you cannot understand him/her. Generally, you will become accustomed to each other in time.
∑ When communicating, always face the student with a hearing impairment.
∑ Facial expressions, gestures, and other body language will help convey your message.
∑ For reinforcement repeat new vocabulary in different contexts.
∑ Sequence topics so that new material is related to that previously learned.
∑ The use of visual aids is most helpful since vision is the student's primary means of receiving information.
∑ Use written announcements (assignments, due dates, exam dates, changes in the class schedule, special event dates, etc.).
∑ If ambiguities or difficulties arise in the home concerning assignments or lessons, have the parents make a note of these difficulties. Follow-up in written detail.
∑ Provide an outline in advance of the lesson/activity to give to the student in advance, also list your expectations.
∑ Write all homework assignments, class instructions, and procedural changes on the chalkboard.
∑ Use captioned films, videos, and laser disks.
∑ Use interpreter where needed (see general strategies).
∑ Avoid seating the student in heavy traffic areas.
∑ Do not touch or pet a hearing dog. These animals are working animals and it may be hazardous for the hearing impaired student if the dog is distracted.
∑ Avoid vibrations and excessive noise.
∑ Make chalkboard notes legible.
∑ Do not talk while writing on chalkboard.
∑ Eliminate background noises. Sounds taken for granted and normally ignored by hearing individuals, are amplified by a hearing aid and interfere with the communication of the person who is hard of hearing.
∑ Establish, with the student, a procedure in case of an emergency. For example, agree that for a fire drill (or fire) the teacher will write on board "Fire drill FIRE--go out backdoor." (Also, if you have a signing student, learn the signs for emergency, fire, go, etc.)
∑ Get the attention of a person with a hearing impairment before speaking.
∑ If necessary, use written notes to communicate.
∑ Supplement audible alarm systems with simple visual alarms such as flashing lights.
∑ When teaching a student with a hearing impairment, ask where he/she would like to sit, in order to communicate in an optimal manner.
∑ 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.
∑ Obtain feedback from your hearing impaired students at every opportunity as an indicator of the student's level of understanding.
∑ If the student lip-reads:
o Have students sit closer to the lecturer.
o Look directly at the student.
o Speak slowly, naturally, and clearly.
o Slowing down slightly may help.
o Do not exaggerate your lip movements or shout.
o If you have a mustache, keep it well trimmed.
∑ If the student uses an interpreter:
o Speak directly to the student rather than to the interpreter.
o Signing may be distracting at first, but you and the other students will soon become accustomed to the interpreter's presence.
o Give the student and the interpreter outlines of the lecture or written material, in advance, so that they can become familiar with new technical vocabulary.
o Interpreters should not give their opinion of a student's progress as this can violate the student's rights.
o Provide scripts of video and laser media when possible for both the interpreter and the student with a hearing disability (with or without captioning).
o The interpreter is not to answer lesson related questions from the student with a hearing impairment. The student should direct all lesson related questions to the instructor.
o The interpreter should stand closer to the section of the chalkboard that is being used by the instructor, thereby allowing the student to simultaneously see both the signs and the writing on the board.
∑ When writing materials for hearing impaired students:
o Break up long sentences.
o Reduce difficult vocabulary load.
o Reduce concept density.
o When using a pronoun be sure that the antecedent is very clear.
o Do not omit words such as: "that" where such words will clarify a sentence connection.
o Stay with simple coordinating conjunctions (e.g., but, so, for, and) and avoid less common transitional words (e.g., however, as a consequence, nevertheless, although).
o Keep cause-and-effect expressions in a very simple in form.
o Keep conditional expressions which influence the meaning of a statement to a minimum (such as; if, when, assuming that, suppose, provided that, etc.).
o If there is no other way to avoid using a difficult word, include a brief explanation in parentheses, however keep parenthetical explanations to a minimum.
o If an important basic or technical word is to be taught:
o Make meaning and application absolutely clear.
o Use context as a memory aid.
o For a new term, repeat the word numerous times in a variety of contexts.
∑ Certain language forms are generally to be AVOIDED:
o Passive voice verbs.
o Negative forms of verbs and other expressions of negation.
o Too many modifying forms, such as prepositional phrases, relative clauses. (If a relative clause must be used, the relative pronoun [who, which, that, where, etc.] should be next to the word to which it refers).
o Stylistic embellishments, such as rhetorical inversions.
o Colloquial and idiomatic expressions.
o Cut wordiness while retaining simple English.
o Avoid the use of idioms.

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