1 development and characteristics of learners overview of disabilities pattan paraeducator training
TRANSCRIPT
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Development and Characteristics
of LearnersOverview of Disabilities
PaTTAN Paraeducator Training
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Technical Difficulties:
Call the V Span Trouble Number:
800-628-0833
Paraeducator Development Plan Menu(to be used in conjunction with Paraeducator’s Personal Development Plan)
Topics Notes
1.Characteristics of the Disability
2.Instructional Strategies
3.Lifting
4.Feeding (food issues)
5.Toileting
6.Assistive Technology and Adaptive Equipment
7.Orientation and Mobility
8.Transportation
9.Sign Language
10.Behavioral Strategies
11.Data Collection
12.Job Coaching
13.Restraint Techniques
14. Confidentiality
15.Socialization Issues
16.Communication Issues
17.Safety Issues
18.Sensory Impairment
19. Early Intervention
20. How to be a “Shadow” in a Child Care Center
21. Basic Educational Terminology
22. Other
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Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the Paraeducator Personal Development Plan.
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Paraeducator Development PlanWhat topics do I
need to know more about for my
job?
Where can I get the information/training?
What action steps am I going to take?
When will I complete this?
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Local Policy
Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!
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Agenda
Characteristics of student development Identify thirteen (13) disability categories
as listed in IDEA Characteristics of the disability Issues related to the disability Discuss Paraeducator’s role in supporting
students with disabilities
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Learner Outcomes
Participants will be able to: Recognize importance of student development Identify thirteen disability categories List characteristics of the disability Discuss issues related to the disability Describe the paraeducator’s role in supporting
students with disabilities
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Student Support Activity
Look at handout #1
Describe this studentPhysical developmentSocial/emotional skills including
behaviorCognitive and communication
abilitiesDaily living skills
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Developmental Expectations
Children learn naturally
All students grow at their own developmental pace.
Some students can experience delays in their
development
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To teach effectively,
educators must always keep in mind the dynamics and needs of the group of
students as well as the individual characteristics and needs of each
student in the group…
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Adults must know what students are like
developmentally as well as what makes each
student unique.
How Children Develop and Learn
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How Children Develop and Learn
Child development is the accepted body of knowledge about how students grow
and learn.
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How Children Develop and Learn
There are five areas of development that, together, give us a picture of the whole student: physical, social/emotional, self help, cognitive,
and speech and language.
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The Five Primary Developmental Areas
Physical development –
the ability to move, see, and hear
Language and speech development -
the ability to talk, express needs
Social and emotional development –
the ability to relate to others
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The Five Primary Developmental Areas
Self help (or adaptive development)
-the ability to eat, dress, and take care of themselves
Cognitive development -the ability to think and learn
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How Children Develop and Learn
These developmental areas are interrelated –
development in one area affects other
areas.
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How Children Develop and Learn
Understanding the stages of development gives adults
knowledge of what students will be like, how they may
react to and use the materials adults select, and how they
will relate to others.
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How Children Develop and Learn
All students bring to school a set of unique characteristics and experiences that affect how they respond to school experiences,
relate to others, and learn.
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How Children Develop and Learn
Effective teachers and other adults get to know each student in order to
individualize teaching and learning
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Ultimately the goal for students with
disabilities is the same as for students without disabilities: to access the curriculum
and maximize their potential. This is what meeting individual needs is all about !
Students with Special Needs
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Child Development and Disabilities
Child development affects the disability
The disability affects student development
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Student Support Activity
Look at handout #1
Describe the skills and abilities of the student.
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Introduction to Disability Categories
Need to identify the disability: For eligibility To better match related services to student
needs Match individual development levels with
appropriate support
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Thirteen disability categories as listed in IDEA
Autism
Deaf-blindness
Deafness
Hearing impairment
Emotional disturbance
Mental retardation
Multiple disabilities
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Thirteen disability categories as listed in IDEA
Orthopedic impairment
Other health impairment
Specific learning disability
Speech/language impairment
Traumatic brain injury
Visual impairment
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Disability Categories: Autism
Autism is a developmental disorder significantly affecting
verbal and nonverbal communication. Students with this disability have difficulties
with communication, behavior, and social skills.
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Characteristics of Autism
Unusual responses to sounds Difficulties in understanding speech Difficulties when talking Poor pronunciation and voice control Problems understanding things that are
seen Problems in understanding gestures The senses of touch, taste, and smell
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Characteristics of Autism
Clumsiness in skilled movements Aloofness and social withdrawal Resistance to change Socially embarrassing behavior Special fears Inability to play Special skills
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Disability Categories: Autism
What might you do?provide structure in routine and
classroom environmentprepare students for changes in routineuse very concrete languagemake language visualobserve activities and choices
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Disability Categories: Deaf-Blindness
Deaf-blindness is the combination of a visual impairment and a hearing loss.Educational approaches to address
one of these problems may not be the best way to help a student learn.
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Characteristics of Deaf-Blindness
Visual impairment + hearing lossAccess to information is limited by
sensory abilitiesAdditional time, direct experience, and
repetition to receive, process, and respond to interaction and information needed
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Characteristics of Deaf-Blindness
Teaching through touch helps students with extensive sensory loss
Hand-under-hand is an essential instructional strategy
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Disability Categories: Deaf-Blindness
What might you do?Maximize the use of vision and
hearingLearn successful procedures for
“greeting” each studentHelp students orient themselves to
classroom, bathroom, cafeteria, etc.
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Disability Categories: Deafness
Deafness is a hearing loss so severe that the
student cannot get information through the sense of hearing, even
with the use of amplification.
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Characteristics of Deafness
May exhibit unintelligible or no speechPossible speech and/or language
delaysUsually use hearing aidsMay use assistive listening devicesMay use sign language
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Disability Categories: Deafness
What might you do?Help the student learn to operate
their listening deviceMeet with interpreter to share
homework, vocabulary
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Disability Categories: Deafness
What might you do?Look at environment for best seatingWork with others to follow good communication behaviorFacilitate student learning
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Disability Categories:Hearing Impairment
Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that
adversely affects a child’s educational performance. It is not as severe as
deafness.
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Characteristics of Hearing Impairment
•May exhibit unintelligible or no speech•Possible speech and/or language delays•Usually use hearing aids•May use assistive listening devices•May use sign language
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Disability Categories:Hearing Impairment
What might you do?Optimize learning environmentOrganize their instructional
materialsCommunicate clearlyPromote self-advocacy
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Activity
Look at Handout #3
Consider the disabilities that we have just discussed: autism, deaf-blind, deafness, and hearing impairment.
Answer the three questions on the handout relating to these disability categories.
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Disability Categories: Emotional Disturbance
A condition exhibiting one or more of the following characteristics which
occur over a period of time, and to a marked degree, which affect a child’s
ability to learn:
inability to learn which cannot be explained by intellectual, sensory or health factors
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Disability Categories: Emotional Disturbance
inability to build or maintain satisfactory interpersonal relationships with peers and teachersinappropriate types of behavior or feelings under normal circumstances
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Disability Categories: Emotional Disturbance
a general pervasive mood of unhappiness or depression
a tendency to develop physical symptoms or fears associated with personal or school problems
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Characteristics of Emotional Disturbance
Hyperactivity (short attention span, impulsiveness)
Aggression/self-injurious behavior (acting out, fighting)
Withdrawal (failure to initiate;retreat)
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Characteristics of Emotional Disturbance
Immaturity (inappropriate crying, temper tantrums, poor coping skills)
Learning difficulties (academically performing below grade level)
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Characteristics of Emotional Disturbance
Students with the most serious emotional disturbances may exhibit: distorted thinking excessive anxiety, bizarre motor acts abnormal mood swings
Some are identified as students who have a severe psychosis or schizophrenia.
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Disability Categories: Emotional Disturbance
What might you do?Keep rules shortCheck for understandingProvide verbal cues to students to
remind them to prepare for changing classes or going home
Give written cues such as schedules or To Do lists
Remain patient
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Disability Categories:Mental Retardation
Students with this disability have impaired mental development which adversely affects their educational
performance, and who exhibit impaired adaptive behavior in learning,
maturation, or social development.
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Characteristics of Mental Retardation
Students with mental retardation may: sit up, crawl, or walk later than other
students learn to talk later, or have trouble
speakingfind it hard to remember things not understand how to pay for things
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Characteristics of Mental Retardation
have trouble understanding social rules,
have trouble seeing the consequences of their actions,
have trouble solving problems, have trouble thinking logically.
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Disability Categories:Mental Retardation
What might you do?Make instruction and practice more
concrete and personally relevant by relating them to tasks and experiences the student understands
Provide additional practice on skills
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Disability Categories:Mental Retardation
What might you do?Provide social skill instruction Repeat instructions or activity
descriptions; Keep directions simple
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Disability Categories: Multiple Disabilities
Students with multiple disabilities is a student who has several
disabilities together (such as mental retardation, along with
blindness or orthopedic problems) that cause a need for many
educational services.
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Characteristics of Multiple Disabilities
Students with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person’s age. There are, however, some traits they may share, including:
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Characteristics of Multiple Disabilities
Limited speech or communication;Difficulty in basic physical mobility;Tendency to forget skills through
disuse;Trouble generalizing skills from one
situation to another; and/orA need for support in major life
activities (e.g., domestic, leisure, community use, vocational).
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Disability Categories: Multiple Disabilities
What might you do?Provide physical support in daily
activities such as dressing, feeding, toileting
Learn positioning techniquesUse safe lifting techniquesAsk for training in specialized areas if
you need it (tube feeding, seizures)
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Disability Categories:Orthopedic Impairment
Student with this disability have skeletal problems which may be first seen at birth (e.g., clubfoot,
cerebral palsy), may be the result of disease (e.g., polio), or may be
the result of an accident (e.g., amputation).
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Characteristics of Orthopedic Impairment
StiffnessInstabilityWeaknessPainSwelling
commonly in the back and neck, hip and pelvis, shoulder, and other areas
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Disability Categories:Orthopedic Impairment
What might you do?Learn to accommodate the
classroom environmentUse assistive devices for writing
skills and communicationConsider inclusion issues
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Disability Categories:Other Health Impairment
Students with this disability have limited or heightened
sensitivities to their environment, or limited
strength or endurance caused by health problems like
asthma, diabetes, or epilepsy.
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Characteristics of Other Health Impairment
Unexplained tirednessUnusual moodinessAgitation WeaknessPale colorationBreathing problemsSeizures
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Disability Categories:Other Health Impairment
What might you do?Be sure you know which of your
students has which health problemGet clear direction on what you
need to do in an emergencyMonitor safety and health
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Look at Handout #3 again
Consider the disabilities that we have just discussed: emotional disturbance, mental retardation, multiple disabilities, orthopedic impairment, and other health impairment.
Answer the three questions on the handout relating to these disability categories.
Activity
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Disability Categories: Specific Learning Disability
Learning disability is a general term that describes specific kinds of learning
problems. A learning disability can cause a person to have trouble
learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning,
and doing math.
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Characteristics of Specific Learning Disability
Students may have difficulty: Taking in, remembering, and producing
informationUnderstanding, connecting and
relating new informationPlanning, organizational, study and
problem-solving skillsSocial skills and self-esteem
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Disability Categories: Specific Learning Disability
What might you do?Adapt the physical
environmentProvide organizational
changes in areas such as time, instructional methods, or materials
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Disability Categories: Specific Learning Disability
• What might you do?Use advance organizers (outlines,
study guides, focus questions) to structure classroom
Allow more time for assignments, projects
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Disability Categories: Speech/Language Impairment
This is a disability that affects communication such as
stuttering or not being able to make certain vocal sounds. It may also be a language delay
or voice impairment.
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Characteristics of Speech/Language Impairment
Speech Disorders:interruption in flow or rhythm of
speechproblems with the way sounds are
formed difficulties with the pitch, volume,
or quality of the voice
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Characteristics of Speech/Language Impairment
Language Disorders: improper use of words and their
meaningsinability to express ideasinappropriate grammatical patternsreduced vocabularyinability to follow directions
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Disability Categories:Speech/language Impairment
What might you do?Prepare the classAdapt the physical environmentProvide many opportunities for
student to interact verballyWith student who stutters, use
nonverbal listening skills
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Disability Categories:Traumatic Brain Injury
A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. This injury can
change how a person acts, moves, and thinks. A traumatic brain injury
can also change how a student learns and acts in school
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Characteristics of TraumaticBrain Injury
Students with TBI may have one or more difficulties, including:
Physical disabilitiesSensory issuesHeadachesFatigueSeizuresParalysis
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Characteristics of TraumaticBrain Injury
Difficulties with thinkingShort and long term memoryConcentration
Social, behavioral, or emotional problemsMood, emotional ChangesRelating to others
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Disability Categories:Traumatic Brain Injury
What might you do?Provide a structured environmentShorten homework assignmentsUse lots of drill and practiceBreak instruction into smaller
amounts of time
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Disability Categories:Traumatic Brain Injury
What might you do?Allow student to keep extra set of
books at homeBe clear on classroom rules &
expectations …repeat them often
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Disability Categories:Visual Impairment
Students with this disability are blind or have low vision.
The terms partially sighted, lowvision, legally blind, and totally blind
are used in the educational context todescribe students with visual
impairments.
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Characteristics of Visual Impairment
Students with Visual Impairment:have little reason to explore
environment, missing opportunities to learn
Are unable to imitate social behaviorDo not understand nonverbal cuesMay have obstacles to independence
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Disability Categories:Visual Impairment
What might you do?Use concrete materials and tactile
aids like relief maps, math manipulatives, and raised-line paper for writing
Encourage hands-on learningHelp students “see”, e.g.
incidental learning
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Disability Categories:Visual Impairment
What might you do?Produce modified
materials on a copier, computer or produce braille
Expect the student to actively participate and be engaged
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Look at Handout #3 one more time
Consider the disabilities that we have just discussed: specific learning disability, speech/language impairment, traumatic brain injury, and visual impairment.
Answer the three questions on the handout relating to these disability categories.
Activity
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Student Support Activity
Look at your Student Support Activity Handout #1
Using your notes from Handout #3 complete the section on ideas for supporting your student.
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What have we talked about?
The importance of student developmentThirteen disability categoriesCharacteristics of the disabilityIssues related to the disability The Paraeducator’s role in supporting
students with disabilities
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Wrap UpPlease complete the evaluation form
for today’s session.Using the Paraeducator Development
Plan Menu and Action Plan, incorporate the topics covered tonight into your plan.
Sign out
PaTTAN Website – www.pattan.net
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Afterschool Videoconferences:
February 12, 2008– Standard #3“Individual Learning Differences”
March 18, 2008– Standard #4“ Instructional Strategies”
April 22, 2008– Standard #5“Learning Environments and Social Interactions”