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Students with Disabilities
Chapter Five Students with Disabilities © 2016 Taylor & Francis
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In This Chapter You Should:
Identify the role of the team in determining the existence of disabilities, especially learning disabilities, intellectual disabilities, and emotional disturbances Understand the primary characteristics of the disabilities under IDEA Recognize the importance in considering the individual person rather than the characteristics of the disability in determining an educational plan Recognize the types of instructional considerations needed to determine the appropriate education for a student with disabilities © 2016 Taylor & Francis
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High-Incidence Disabilities
Learning Disabilities (LD) What should the team consider? Intellectual Disability (ID) Emotional Disturbance (ED) Speech and Language Impairment (SLI) © 2016 Taylor & Francis
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Low-Incidence Disabilities
There are nine “low incidence” categories Combined, these categories account for 20% of students served under IDEA May involve a medical diagnosis e.g., autism, OHI, etc. © 2016 Taylor & Francis
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Low Incidence Disabilities
Autism What should the team consider? Deaf-Blindness Deafness © 2016 Taylor & Francis
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Low Incidence Disabilities
Hearing Impairment What should the team consider? Multiple Disabilities Orthopedic Impairment © 2016 Taylor & Francis
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Low Incidence Disabilities
Other Health Impairment What should the team consider? Traumatic Brain Injury Visual Impairment Including Blindness © 2016 Taylor & Francis
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Developmental Delay: Only used by some states
Additional Category Developmental Delay: Only used by some states Delays in one or more of the following areas: physical development; cognitive development; communication development; social or emotional development; or adaptive development. Because of the developmental delays, the student needs special education and related services. Ages 3–9 © 2016 Taylor & Francis
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Accommodations versus Modifications
Supports Do not change expectations Students show knowledge without interference of disability Modifications Lower expectations Change curriculum Make student accountable for less © 2016 Taylor & Francis
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Instructional Strategies
Type of instruction Direct Specific Concrete This may involve: Explaining Teaching Modeling Practicing © 2016 Taylor & Francis
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