1. Teaching Students with Lower-Incidence Disabilities
Chapter 4
Professor Abbott

2. Lower-Incidence Disabilities
Less common in schools
Cover wide range of disabilities
Can be present at birth (congenital)
Can be acquired (adventitious)
Some have severe disability, others mild
Some are temporary, others permanent, or life-threatening

3. Monitor medical guidelines
Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments
Prepare the class
Monitor medical guidelines
Plan for fatigue
Establish emergency procedures
Plan for seizures
Moving and positioning students
Adapt for chronic medical conditions
Dealing with terminal illness
How do you learn to deal with these situations? How do you help other students deal with these issues?

4. Additional Classroom Adaptations
Adapt the physical environment
Adapt instructional materials
Assistive technology
Adapt instruction
Instructional support
Time
Peer assistance
Adapt evaluation
How will these accommodations differ from those made for students with higher-incident disabilities?

5. Communication Strategies for Students with Autism
Establish effective communication
Augmentative or Alternative Communication is important
PECS- Picture exchange communication system teaches students to use pictures and symbols to communicate
Sign language
Writing with Symbols or BoardMaker

6. Strategies for Students with Autism
Direct Instruction
Small group or one-to-one structured, teacher directed lessons, with direct questioning and response
Applied Behavior Analysis
Use of reinforcement for appropriate behaviors and careful documentation of behaviors
Develop Social Competence
Social stories
Simple sentences and pictures to demonstrate the desired social behavior

7. Strategies for Students with Visual Impairments
Adapt the physical environment
Enlarge and enhance printed materials
Use assistive technology
Increase visibility of materials
Convert print to Braille formats
Use oral output devices
Use Descriptive Video Service
Use tactile and three-dimensional models
Be explicit giving oral presentations
How has the use of assistive technology changed the way we teach students who have visual impairments?

8. Strategies for Students with Visual Impairments (continued)
Adapt the physical environment
Use technology including FM systems
Use visuals
Use language cards
Reiterate major points
Use hand signals or devise a signaling system
Alert students as to when to look or listen
Use a “listen, then look, then listen” sequence of instruction
Repeat information
Plan for interpreters
Adapt evaluation

9. Questions