DISABILITY RESOURCE DIRECTORYKasey Davidson, Cody Knight, Alicia Smith, and Angel Roesch

AUTISM

What is it?

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development.

These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.

They include autistic disorder, Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome.

Diagnoses

Most times parents are the first to acknowledge that their child is not showing usual developmental milestones

Modified Checklist of Autism in Toddlers (M-CHAT) is a list of informative questions about your child which answers if the child needs further evaluated by a specialist such as a developmental pediatrician, neurologist, psychiatrist or psychologist.

May be diagnosed later in life due to educational and social difficulties.

Symptoms

Social Challenges

Communication Difficulties

Repetitive Behaviors

Prevalence

Centers for Disease Control and Prevention (CDC) identify around 1 in 88 American children as on the autism spectrum–a ten-fold increase in prevalence in 40 years.

Studies also show that autism is four to five times more common among boys than girls.

An estimated 1 out of 54 boys and 1 in 252 girls are diagnosed with autism in the United States.

ASD affects over 2 million individuals in the U.S. and tens of millions worldwide.

Government autism statistics suggest that prevalence rates have increased 10 to 17 percent annually in recent years with no true cause or reason.

Causes

There is no one cause of Autism Scientists have identified a number of

rare gene changes, or mutations, associated with autism.

Most cases of autism appear to be caused by a combination of autism risk genes and environmental factors influencing early brain development.

Causes Continued

Autism risk factors involves events before and during birth.

They include advanced parental age at time of conception (both mom and dad), maternal illness during pregnancy and certain difficulties during birth, particularly those involving periods of oxygen deprivation to the baby’s brain.

These factors, by themselves, do not cause autism but in combination with genetic risk factors, they appear to slightly increase the risk.

Treatments

Each child and adult needs their own intervention plan

These may include medicines, behavior plans, or both

Intensive behavior plans include the entire family

Early Intervention Program Requirement

The child receives structured, therapeutic activities for at least 25 hours per week. Highly trained therapists and/or teachers deliver the intervention. Well-trained

paraprofessionals may assist with the intervention under the supervision of an experienced professional with expertise in autism therapy.

The therapy is guided by specific and well-defined learning objectives, and the child’s progress in meeting these objectives is regularly evaluated and recorded.

 The intervention focuses on the core areas affected by autism. These include social skills, language and communication, imitation, play skills, daily living and motor skills.

The program provides the child with opportunities to interact with typically developing peers.

The program actively engages parents in the intervention, both in decision making and the delivery of treatment.

 The therapists make clear their respect for the unique needs, values and perspectives of the child and his or her family.

 The program involves a multidisciplinary team that includes, as needed, a physician, speech-language pathologist and occupational therapist.

Strategies

Be patient Get to know your students Buddy system Highlight strengths- adapt instruction

and activities Be aware of bullying Promote and encourage self-esteem

Quick Facts

Autism now affects 1 in 88 children and 1 in 54 boys Autism prevalence figures are growing Autism is the fastest-growing serious developmental disability in

the U.S. Autism costs a family $60,000 a year on average Autism receives less than 5% of the research funding of many less

prevalent childhood diseases Boys are nearly five times more likely than girls to have autism There is no medical detection or cure for autism New research suggests that a woman can reduce her risk of having

a child with autism by taking prenatal vitamins containing folic acid and/or eating a diet rich in folic acid (at least 600 mcg a day) during the months before and after conception.

Resource:AutismSpeaks.org

Resources

http://www.aspergerssyndrome.org/ http://www.autism-help.org/ http://www.autismspeaks.org

100 day tool kit Screening information for parents Videos

Local Resources

http://communities.autismspeaks.org/site/c.ihLPK1PDLoF/b.7513397/k.84F7/South_Carolina_Resources.htm Video glossary Tool kit Screening information School community tool kit 157 resources

Local Organizations Autism Advocate Foundation

P.O. Box 7061Myrtle Beach, SC 29572843 213 0217www.autismadvocatefoundation.comThe Autism Advocate Foundation offers Project Lifesaver, Richards summer program, Life Lessons (for our high-functioning kids) Respite care and social skills programs. AAF is a nonprofit serving Horry County.Contact: Amy Gary Executive Director

Autism Advocate FoundationPO Box 7061Myrtle Beach, SC 29572843 213 0217www.autismadvocatefoundation.comA non profit 501 3 (c) which began in July 2004Contact: Cheryl Bauerlecheryl@autismadvocatefoundation.com

Autism Society of AmericaSC 301 657 0881800 328 8476www.autism-society.org

EMOTIONAL DISTURBANCES

What is it?

IDEA 2004 Definition:Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

  (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems.

Diagnoses/ Characteristics

Hyperactivity (short attention span, impulsiveness); Aggression or self-injurious behavior (acting out,

fighting); Withdrawal (not interacting socially with others,

excessive fear or anxiety); Immaturity (inappropriate crying, temper tantrums,

poor coping skills); and Learning difficulties (academically performing below

grade level). Children with the most serious emotional disturbances

may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Prevalence

Approximately 8.3 million children (14.5%) aged 4–17 years have parents who’ve talked with a health care provider or school staff about the child’s emotional or behavioral difficulties.

Nearly 2.9 million children have been prescribed medication for these difficulties.

Causes

No one knows the actual cause or causes of emotional disturbance, although several factors have been considered.

Heredity, brain disorder, diet, stress, and family functioning have been suggested and researched as considerable causes of emotional disturbances.

As of right now, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

Treatments and Interventions

Some children will be placed on medication depending on the severity of their emotional disturbance.

Schools are required to use the RTI (Response to Intervention) process when evaluating behavior.

All behavior plans for each student should be researched, proven effective, and in the least restrictive environment for these students.

Treatments and Interventions

Class wide reinforcement should be consistent in delivery of rewarding desired behaviors and providing consequences for undesired behaviors.

A consistently implemented classroom management system can prevent the need for individualized behavior plans.

Obtaining both constructive and positive reinforcement in the classroom, not just negative reinforcement. Students should be rewarded for their success and improvement.

Strategies

Buddy System- Students with an emotional disturbance

have trouble developing relationships making it hard for them to function in school, whether it is during recess or class work.

- Although they have trouble forming a relationship this does not mean that they can’t. Having a consistent figure in their school days may help build confidence in their relationship skills and help them learn to trust.

Strategies

Create a folder of work Sometimes when we give these students a

worksheet they feel forced or controlled. By creating a folder with all the work needed to be done in the day and allowing them to work at their own pace creates a more comfortable environment for them.

Positive behavior support plan Ideal for these students. Most times they are only

acknowledged when they are doing wrong. When we see these students interacting with other students or completing the class work on their own, they need to be recognized

Resources

http://nichcy.org/wp-content/uploads/docs/fs5.pdf

List of organizations and resources for dealing with and getting help for a child with an emotional disturbance

http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Strategies.html

Strategies for parents and teachers

Resources

http://www.familyconnectionsc.org/resources.html Wonderful site with resources and guides on how

to get involvedhttp://www.oepp.sc.gov/coc/contact/default.html The Continuum of Care is a program that serves

children with severe emotional disturbance. It is housed within the Governor's Office of Executive Policy and Programs. The Continuum has one administrative office (State Office) in Columbia and four regional offices located in Columbia, North Charleston, Greenville and Florence that provide services throughout the state.

ContactsState Office GOVERNOR’S OFFICE, CONTINUUM OF CARE1205 Pendleton Street, Suite 372 Columbia, South Carolina 29201Office: (803) 734-4500 Fax: (803) 734-4538Continuum of Care Director: Shelley A. McGeorge. Ph.D., MPA, LPC/S, LMFT (803) 734-4531

Director of Client Services David Michael (803) 734-3165 Region A GOVERNOR’S OFFICEREGION A (MIDLANDS)1205 Pendleton Street, Suite 341 C, Columbia, SC 29201Phone: (803) 737-1601; FAX: (803) 737-1610

Regional Program Director: Rene'e Hampton (803) 737-1607Selection Coordinator Tiffany Busby: (803) 737-4498

Aiken Office1135 Gregg Highway, PO Box 3051, Aiken, SC 29801Phone: (803) 643-0631; FAX: (803) 642-4031

Fort Mill Office9355 Founders Street, Suite B, Fort Mill, SC 29708 Phone: (803) 396-9984; FAX: (803) 547-0943

Region B GOVERNOR’S OFFICEPiedmont Center, East Building37 Villa Road, Suite 300Greenville, South Carolina 29615Phone: (864) 271-4321 Toll Free: 1-888-286-2080Fax: (864) 271-4473

HEARING IMPAIRMENT

What is it?

IDEA 2004- Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section.

Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies most strongly associated with speech.

Impairments in hearing can occur in either or both areas, and may exist in only one ear or in both ears.

Generally, only children whose hearing loss is greater than 90 decibels (dB) are considered deaf.

Types

Conductive hearing losses caused by diseases or obstructions in the outer or middle ear (the pathways for

sound to reach the inner ear). Usually affects all frequencies of hearing evenly and do not result in severe

losses. Usually is able to use a hearing aid well or can be helped medically or

surgically. Sensorineural hearing losses

result from damage to the delicate sensory hair cells of the inner ear or the nerves that supply it.

range from mild to profound. affect the person’s ability to hear certain frequencies more than others.

Mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a

problem occurs in both the outer or middle and the inner ear. Central hearing loss

results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.

Signs

Does not respond consistently to sounds or to his or her own name

Asks for things to be repeated or often says “huh?”

Is delayed in developing speech or has unclear speech

Turns the volume up loud on the TV and other electronic devices

Prevalence

Each year in the United States, more than 12,000 babies are born with a hearing loss; often, the cause is unknown

Profound deafness occurs in 4-11 per 10,000 children; in at least 50% of these cases, the cause is genetic

The U.S. Department of Education(2006) reports that 14,787 children received audiology services in early intervention programs in the fall of 2004, while 139,643 children received speech-language pathology services. 

The Department (2007) also reports that, during the 2003 school year, 79,522 students aged 3 to 21 received special education ervices under the category of “hearing impairment.”

Causes

Acquired meaning that the loss occurred after birth,

due to illness or injury

build up of fluid behind the eardrum; ear infections (known as otitis media); childhood diseases, such as mumps,

measles, or chicken pox; and head trauma.

Causes

Congenital meaning that the hearing loss or deafness was present at birth.

Family history of hearing loss or deafness Infections during pregnancy (such as rubella) Complications during pregnancy (such as the Rh factor,

maternal diabetes, or toxicity)

Also: A child’s hearing loss or deafness may also be a

characteristic of another disability such as Down syndrome, Usher syndrome, Treacher Collins syndrome, Crouzon syndrome, and Alport syndrome

Treatments

Regular speech, language, and auditory training from a specialist

Amplification systems Services of an interpreter for those students who use sign

language Favorable seating in the class to facilitate lip reading; Captioned films/videos Assistance of a note taker, who takes notes for the

student with a hearing loss, so that the student can fully attend to instruction

Instruction for the teacher and peers in alternate communication methods, such as sign language; andcounseling.

Strategies

Make sure the child can see your lips and facial expressions when you are talking.

Never talk with your back turned to the student.

Speak naturally and not too loudly if the child wears a hearing aid.

Try not to move around too much when you are speaking, if you have to move about, be sure to try and face the child as much as possible.

Do not overuse hand gestures. Children do not like to be treated differently.

Always ensure that directions, assignments, instructions are understood before the child begins working.

Resources

http://nichcy.org/disability/specific/hearingloss Loaded with information, strategies, and organizations

http://www.ncbegin.org/index.php Great site for parents

Great readings :

Your Child’s Hearing Development Checklist http://www.nidcd.nih.gov/health/hearing/silence.asp

To Parents of Deaf Children http://www.deaf-culture-online.com/parents-of-deaf-children.html

Early Interventionhttp://www.infanthearing.org/earlyintervention/index.html

Contacts

State Department of Education: Special Education   South Carolina Department of

Education Office of Exceptional Children 1429 Senate Street, Room 808 Columbia   SC   29201 (803) 734-8224 (899) 628-0910 - toll free help line sdurant@ed.sc.gov www.ed.sc.gov

State School for the Deaf and the Blind   South Carolina School for the Deaf and the Blind 355

Cedar Springs Road Spartanburg   SC   29302-4699 (864) 585-7711 sgoolsby@scsdb.org www.scsdb.org

INTELLECTUAL DISABILITY

What is it?

IDEA 2004-

significantly sub-average general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.

One criterion to measure intellectual functioning is an IQ test.  Generally, an IQ test score of around 70 or as high as 75 indicates a limitation in intellectual functioning.

Standardized tests can also determine limitations in adaptive behavior, which comprises three skill types:

Conceptual skills—language and literacy; money, time, and number concepts; and self-direction.

Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Diagnosis and Characteristics All the intellectually disabled have one thing in common which is the disability

they have. However, they differ in every other aspect.

The main characteristics of the intellectually disabled fall under 5 criterias which are:

Physical characteristics An underdevelopment in physical growth Average weight and height usually less than normal peers of the same

chronological age Physical deformation Retarded movement and balance

Mental characteristics Less-than-average I.Q. Underdeveloped speech and language skills Poor: memory, attention, perception, imagination, thinking, computing and

concentration

Diagnosis and CharacteristicsSocial characteristics

Underdeveloped ability of social adjustment Lack of interests and orientations Irresponsibility Aloofness Aggression Low self-esteem

Emotional characteristics

Emotional imbalance Excessive movement Evidence of premature or late reactions Primitive reactions

Prevalence

Intellectual disability is thought to affect about 1% of the population. Of those affected, 85% have mild intellectual disability.

According to the American Psychiatric Association's Diagnostic and Statistical Manuel (DSM), about 2-3% of people meet the criteria for intellectual disability.

This is because the diagnostic criterion for intellectual disability (intellectual developmental disorder, formerly mental retardation) requires an IQ score of approximately 70 or below, which represents two standard deviations below the mean (or below the average score for all people).

Statistically, two standard deviations below the mean equates to 2.5 percent of the entire population

Causes Anytime something interferes with normal brain development, intellectual disability can result.

However, a specific cause for intellectual disability can only be pinpointed about a third of the time.

The most common causes of intellectual disability are:

Genetic conditions. These include things like Down syndrome and fragile X syndrome.

Problems during pregnancy. Things that can interfere with fetal brain development include alcohol or drug use, malnutrition, certain infections, or preeclampsia.

Problems during childbirth. Intellectual disability may result if a baby is deprived of oxygen during childbirth or born extremely premature.

Illness or injury. Infections like meningitis, whooping cough, or the measles can lead to intellectual disability. Severe head injury, near-drowning, extreme malnutrition, exposure to toxic substances such as lead, and severe neglect or abuse can also cause it.

Fetal Alcohol Syndrome

Interventions

Baby’s and toddlers there is early intervention programs

IEP’s are created School-aged children with intellectual

disabilities (including preschoolers) are eligible for special education for free through the public school system.

Strategies Learn everything you can about intellectual disabilities. The more

you know, the better advocate you can be for your child.

Encourage your child’s independence. Let your child try new things and encourage your child to do things by himself or herself.

Provide guidance when it’s needed and give positive feedback when your child does something well or masters something new.

Get your child involved in group activities. Taking an art class or participating in Scouts will help your child build social skills.

Stay involved. By keeping in touch with your child’s teachers, you’ll be able to follow his or her progress and reinforce what your child is learning at school through practice at home.

Get to know other parents of intellectually disabled children. They can be a great source of advice and emotional support.

Resources

http://www.aaidd.org/content_100.cfm Has a link to a great video Multiple links for organizations, conferences,

and latest news Support systems and online communitieshttp://www.somena.org/showpage.aspx?PID=371_ Has great facts, FAQ’s, online resources, and

information about the Special Olympicshttp://children.webmd.com/intellectual-disability-mental-retardation?page=3- Great facts, intervention ideas, and strategies

for teachers and parents.

Local Resources

Arc of Horry County 820 Surfside Drive Surfside, SC 29575Phone: (843) 286-3040Fax: (843) 286-3044 Home Page: www.arcofhorry.org E-mail: arcofcoastal@aol.com

Advocacy organization that provides information, training and support to people with intellectual disability and their families. An all volunteer organization.

Local Resources

Arc of South Carolina

806 12th StreetWest Columbia, SC 29169 Phone: (803) 748-5020 Fax: (803) 750-8121E-mail: thearc@arcsc.orgHome Page: www.arcsc.org

• Advocacy organization that provides information, training and support to children and adults with special needs, including intellectual disability and related developmental disabilities, and their families

Wonderful Resource:http://www.ddsn.sc.gov/consumers/advocacyorgs/Pages/MentalRetardationSCSupportGroups.aspx

SPEECH OR LANGUAGE IMPAIRMENTS

What is it?

The Individuals with Disabilities Education Act defines the term “speech or language impairment” as follows: “Speech or language impairment means a communication disorder, such as

stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”

There are 4 major areas where impairments occur. South Carolina Department of Education defines these areas as: Fluency - interruption in the flow of speech characterized by an atypical rate, or

rhythm in sounds, syllables, words, and phrases that significantly reduces the child’s ability to participate within the learning environment with or without his or her awareness of the dysfluencies or stuttering

Articulation - atypical production of phonemes characterized by substitutions, omissions, additions or distortions that impairs intelligibility in conversational speech and adversely affects academic achievement and/or functional performance in the educational setting

Language – impaired comprehension and/or use of spoken language which adversely affects written and/or other symbol systems and the child’s ability to participate in the classroom environment

Voice –interruption in one or more processes of pitch, quality, intensity, resonance, or a disruption in vocal cord function that significantly reduces the child’s ability to communicate effectively

Characteristics of Students with Speech or Language Impairments

When a child has an articulation disorder, he or she has difficulty making certain sounds. These sounds may be left off, added, changed, or distorted, which makes it hard for people to understand the child.

When a child has an impairment in the area of fluency the child’s speech contains an “abnormal number of repetitions, hesitations, prolongations, or disturbances. Tension may also be seen in the face, neck, shoulders, or fists.

If a child has an impairment in the voice area. The voice may be hoarse, raspy, or harsh. It may sound like they are “stuffed up.” People with voice problems often notice changes in pitch, loss of voice, loss of endurance, and sometimes a sharp or dull pain associated with voice use.

Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary, and inability to follow directions.

The History

1910 the first school-based program began in the U.S.

1925 The American Speech-Language-Hearing Association formed and

this is considered the birth of speech-language pathology. 1945-1965

Further development in the assessment and interventions available for general communication disorders focusing on the psychological transactions involved in the communication process.

1965-1975 Professionals began to separate language deficits from speech

deficits, which had major implications for diagnosis and treatment of these communication disorders.

1975-1999 Professionals started considering ecological factors, such as culture.

IDEA was passed in 1975.

Special Education Eligibility Criteria

Criteria from the South Carolina Department of Education: 1) There is evidence that the child has one

or more of the following: Fluency Articulation Language Voice

2) The adverse effects of the speech-language impairment on the child’s educational performance require specialized instruction and/or related services

Procedures Used in Horry County Schools

Typically, the classroom teacher refers the child to the Speech and Language Pathologists.

The SLP does evaluations of the child formally and informally to determine if the child should be served for speech or language impairments.

Types of services provided related to Least Restrictive Environment

Pull Out This is the most typically used service for

children with speech or language impairments. Children are pulled out for individual or small group instruction several times a week.

Inclusion Students with speech or language

impairments receive services in their general education classroom by a speech language pathologists using one of the many inclusion models.

Causes

Some causes of speech and language disorders include: hearing loss neurological disorders brain injury intellectual disabilities drug abuse physical impairments such as cleft lip or

palate vocal abuse or misuse

Frequently, the cause is unknown.

Prevalence Data

Nationally: Voice

Approximately 7.5 million people in the United States have trouble using their voices.

Speech The prevalence of speech sound disorder in young children is 8 to 9

percent. By the first grade, roughly 5 percent of children have noticeable speech

disorders. Language

Between 6 and 8 million people in the United States have some form of language impairment.

18% of children with disabilities who received special education under IDEA in public schools in the 2005-2006 school year were served under the category of speech or language impairment.

Horry County Schools: 682 students in grades 1-12 have speech or language

impairments.

Specific Assessment and Identification Procedures

Evaluation may be formal or informal and include any combination of: standardized tests direct observation of play and interaction with

caregivers reports by parents, teachers, or physicians collection and detailed analysis of

spontaneous speech samples. Several sessions as well as ongoing

evaluation may be required to obtain enough information to make an accurate diagnosis.

Intervention Models and Strategies

Pull-Out Students are pulled out of their regular classroom for small group or

individualized instruction. Supportive Teaching

This model involves a combination of pull-out services and direct teaching in the classroom setting. The SLP teaches information related to the curriculum while also addressing IEP goals. The SLP first pre-teaches the targeted skill in the therapy room in a pull-out session. The second session occurs in the classroom with the SLP teaching the skill to the entire class with the classroom teacher present. The third session may involve another pull-out session for clarification or test accommodations. This cycle continues until objectives are learned.

Complementary Teaching The classroom teacher presents the majority of the curriculum content while the

SLP assists students with their work. The SLP floats around the room and intervenes when the children encounter difficulty. The focus may be on a related skill such as sequencing or paraphrasing the main idea of an assignment.

Station Teaching In this model the SLP and the classroom teacher divide the instructional content

into two parts with each professional teaching one group of students. Once the instruction is completed, the two groups switch adults so that each group receives instruction from the classroom teacher and the SLP.

Intervention Models and Strategies

Parallel Teaching This collaborative model divides the classroom in half and the SLP and the

classroom teacher subsequently each instructs one half of the class on the same instructional material. The classroom teacher may use a standard format for instruction while the SLP may modify the lesson for the group so that the students will be able to master the material. The groups of students may change to accommodate individual strengths and weaknesses .

Consultation The SLP works outside the classroom to analyze, adapt, modify, or create

appropriate instructional materials. Regular, ongoing classroom observations and meetings with teachers take place so as to assist the teacher with planning and monitoring student progress.

Team Teaching The classroom teacher and the SLP teach a class or lesson together with each

professional addressing his or her area of expertise. The classroom teacher may present the curriculum content while the SLP assists with a communication system.

Course for Credit Children with communication disorders are placed in one class a day taught by

the SLP. The SLP creates the curriculum, plans and teaches the lessons, assesses progress, and grades each student. Students are placed in the class according to grade level or age level. Their IEP goals and objectives drive the curriculum, and students receive course credit for completing the class.

Other Facts

Studies show that students with a speech-language disorder like stuttering are significantly more likely to be bullied than their "typical" peers. In fact, a recent study showed that children who stutter are 61% more likely to be targeted by a bully.

Speech and language pathologists are being pushed to work with struggling readers and writers. The SPL’s are already overloaded with their caseload and

have a very large scope of disabilities they deal with already so their ability to serve all students with impairments effectively is dwindling.

On the other hand, children who struggle with reading and writing often can’t communicate effectively and develop a language impairment

The question is: who should be dealing with which students?

Classroom Accommodations

Seat the student near you, which will help with questions and instructions.

Have a system of signals that lets the student ask for help or indicate confusion without causing undue disruption.

Provide visual aids and clear, written instructions.

Online Resources

American Speech-Language-Hearing Association http://www.asha.org/ This website has information about Speech and

Language Impairments. It has information about what it is, causes, and other info specifically for adults with speech and language impairments and for children with speech and language impairments.

National Dissemination Center for Children with Disabilities http://nichcy.org/disability/specific/speechlanguage This site has information on this disability, causes,

characteristics, tips for parents, tips for teachers, etc. It has a lot of great information for parents and teachers.

Community Resources

Center for Health & Fitness (McLeod Health) http://www.mcleodhealth.org/mcleod-loris/services-intro/health-fitness-center/fitness.html Address: 3207 Casey Street, Loris, SC, 29569 Phone: 843-716-7111 Description: This facility has speech therapy. Their specially trained, licensed staff works closely with

patients, their families and their physicians in creating a program of therapy designed to help restore health and an improved quality of life.

Fundamentals of Aynor (Dolye Nobles LLC) Address: 618 8th Avenue, Aynor, SC, 29511 E-Mail: noblesfarms@yahoo.com Phone: 843-358-1457 Fax: 843-358-1458 Description: Provides occupational, physical and speech therapy for children and adolescents. Provides an

individualized treatment plan for each patient and provides flexible scheduling. Accepts Medicaid and private insurance.

Young Talkers shttp://www.YoungTalkers.com Address: 4720 Highway 17 Bypass, Suite E., Myrtle Beach, SC, 29588 E-Mail: Nicole@youngtalkers.com Phone: 843-457-1053 Fax: 843-293-9110 Description: Private pediatric speech-language therapy clinic in Myrtle Beach, SC. Provides quality speech-

language therapy services to the pediatric population in order to enhance their verbal and non-verbal communication skills. They accomplish this by identifying concerns through specialized evaluations and the development of therapy goals to meet the needs of the child and the family. Medicaid is accepted.

Pee Dee Speech and Hearing Center Address: 704 21st Ave, North Myrtle Beach, SC, 29577 Phone: 843-448-2913 Description: Evaluation and therapy for speech, voice, language defects, evaluations for hearing loss,

hearing aids, speech, reading, auditory training for hearing impaired, screening for schools and adult-stroke/voice rehab services.

VISUAL IMPAIRMENTS

What is it?

The Individuals with Disabilities Education Act defines the term “speech or language impairment” as follows: (13) Visual impairment including blindness means an impairment in vision that, even

with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

The following are terms commonly used to designate degrees of visual impairment: Totally blind: This term usually implies little or no visual sensitivity to light at any

level. This condition is rare, and people who are totally blind typically have severe physical damage to the eyes themselves or to the visual nerves.

Legally blind: A legally blind person has a visual acuity of 20/200 or less in the better eye, after correction. This means that what an individual with normal (20/20) vision sees at two hundred feet, the legally blind person cannot see until he or she is within twenty feet. In addition, a person can be classified as legally blind if she has a field of vision no greater than twenty degrees at the widest diameter. (A normal field of vision is close to 180 degrees.) Only about 20 percent of legally blind people are totally blind. Legally blind individuals typically use Braille and visual aids.

Low vision: People with low vision can read with the help of large-print reading materials and magnifying objects. They may also use Braille.

Partially sighted: Partially sighted individuals have less severe loss of vision than people in the other three categories. A person with partial sight may be able to see objects up close or far away and with corrective lenses may be able to function at normal levels.

Characteristics of Students with Visual Impairments

Physical Signs: Crossed eyes, eyes that turn out, eyes that flutter from side to side or up and down, or eyes that do not seem to

focus are physical signs that a child has vision problems. Other problems are less obvious. Clumsiness:

A child might have a vision problem if he appears to be overly clumsy. Poor vision might be the cause when a child is constantly running into things or falling down. He might have trouble realizing how close or far away objects really are. The eyes provide the information about surroundings and spatial position that is transmitted to the brain. Consequently, clumsiness can occur when the eyes misjudge a distance. Sometimes young children who do not walk well actually have problems with their vision.

Behavior: Some children who have vision problems appear to have a short attention span. Other children might blink

frequently or squint whenever they read or watch television. Often children are sensitive to bright light or might sit close to the television or hold books that they are reading close to their face. Likewise, younger children with visual impairments might hold toys very close to their face.

Poor Eye-Hand Coordination: Poor eye and hand coordination can be another sign that a child has a vision problem, therefore parents should

observe a young child as he plays. Older children who go to school might have difficulty with sporting activities or certain projects in class. Signs of poor eye-hand coordination might include difficulty throwing or catching a ball, tying shoes or copying schoolwork from the blackboard. Poor handwriting is often another sign of poor eye-hand coordination. Children who suffer from lazy eyes, crossed or wandering eyes can have problems with coordination, balance and depth perception, primarily because they learn to use only one eye at a time.

Poor Academic Performance: Children who have trouble seeing often perform poorly at school. Frequently, problems with learning are actually

related to poor vision and not to a learning disability. A child might not read well, or might use her finger to follow along when she is reading so that she doesn't lose her place. Some children also have trouble remembering what they read. Children with vision problems can find it difficult to write as well or might have problems with math and other subjects. Schoolwork can be a challenge for a child who cannot keep a clear focus, deals with double vision or blurred print on pages. Unfortunately, not all vision problems are easily detectable. For children who have had vision problems from the start, their vision seems perfectly normal to them, so they don't usually complain.

The History

Visual impairment was defined in the past by loss of acuity (how far we see) and also by the severity of visual field loss (blind area). This definition was originally designed for characterizing visually impaired adults who required social assistance and not for children with visual impairment caused by various eye conditions. Even though it did not accurately represent visual abilities, the definition was widely accepted, but it adversely influenced our thinking about visual impairment. Services were developed worldwide for only those people with visual problems fitting this definition while others with obvious visual difficulties who required intervention were excluded.

During the last several decades, our understanding of vision has markedly improved. It is now realized that vision is not a single sense but a combination of complex senses which have evolved over millions of years. Almost the entire brain is involved in the process of seeing. In different locations there are specialized areas for distance vision, recognition of faces, objects, colors, contrast, and movement.

Special Education Eligibility Criteria

Criteria from the South Carolina Department of Education: One of the following:

The visual acuity is 20/70 or worse in the better eye; or The visual acuity is better than 20/70 with correction in the better

eye and there is documentation of either of the following conditions:

a diagnosed progressive loss of vision A visual field of 40 degrees or less

The visual acuity is unable to be determined by a licensed optometrist or ophthalmologist, and the existence of functional vision loss is supported by functional vision assessment findings

There is evidence of cortical visual impairment And the students visual impairment adversely affects his or

her educational and functional performance. The adverse effects of the visual impairment on the child’s educational performance require specialized instruction and related services.

Types of services provided related to Least Restrictive Environment

A regular classroom with needed support services provided in that classroom by an itinerant teacher or by a special education teacher assigned to that school;

The regular classroom with services provided outside the classroom by an itinerant teacher or by a special education teacher assigned to that school;

A self-contained classroom in a regular school that provides services that address needs arising from the student's blindness or visual impairment as well as other identified disabilities, if applicable; and

A special school with a residential component that provides services that address the full range of the blind or visually impaired student's disability-specific needs, including those arising from other disabilities, if applicable.

Causes

Some common causes of visual impairment are: glaucoma, retinopathy of prematurity, cataracts, retinal detachment, macular degeneration, diabetic retinopathy, cortical visual impairment, infection, trauma.

Prevalence Data

It is difficult to obtain an exact prevalence of visual impairment due to the often hidden nature of visual impairment in special education.

Many students with visual impairments also have additional coexisting impairments and are thus classified in an alternate disability category.

The National Dissemination Center for Children with Disabilities reports The rate of occurrence for visual impairments in individuals

under the age of 18 is at the rate of 12.2 per 1,000. Legal or total blindness occurs at a rate of .06 per 1,000.

Current special education demographics obtained from the American Foundation for the Blind 2009 report that there are: 93,600 students who are visually impaired or blind; 55,200 students who are legally blind; 5,500 braille readers

Specific Assessment and Identification Procedures

Information is provided by the parents, to assist in determining (1) whether the child is a child with a disability, and (2) the content of the child's IEP, including the extent to which the child

can be involved and progress in the general curriculum, and for a child of preschool age, to participate in appropriate activities.

An evaluation under Part B must assess the child in all areas related to the suspected disability, including, if appropriate, "health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.”

An assessment of a child's vision status generally would include the nature and extent of the child's visual impairment and its effect, for example, on the child's ability to learn to read, write, do mathematical calculations, and use computers and other assistive technology, as well as the child's ability to be involved in and progress in the general curriculum.

Assessments must address each child's ability to be involved and progress in the general curriculum, the same curriculum as for nondisabled children.

Intervention Models

Concept Development and Academic Needs

Communication Social/Emotional Sensory/Motor Orientation and Mobility Career/Vocational Needs

Classroom Accommodations

The classroom teacher should encourage independence as often as possible to avoid the trap of “learned helplessness.” Encourage the student to move independently through the classroom, and organize

your classroom accordingly. Materials, desks, and other objects in the classroom should be maintained in

consistent locations. Ensuring that cabinets are fully closed, chairs pushed in, and doors are not left half ajar will help with safety in navigating the classroom. Part of becoming independent for students with a visual impairment is learning when to advocate for assistance.

Design your instruction so that the student has the most opportunity to act independently.

Control lighting variables when presenting learning materials to those students who are sensitive to light and glare.

Use verbal cues with those students who cannot see body movements or physical cues.

One key accommodation that is absolutely essential is access to textbooks and instructional materials in the appropriate media and at the same time as their sighted peers. For students who are blind this may mean braille and/or recorded media. For the student with low vision, this may mean large print text or the use of optical devices to access text and/or recorded media while in class.

Online Resources

Project IDEAL http://www.projectidealonline.org/visualImpairments.php This site has a lot of information on visual impairments and how to teach

children who have these impairments. It helps teachers understand what it is and how to make accommodations and modifications to help these students.

American Foundation for the Blind http://www.afb.org This site includes information and tools for the professionals who serve people

with vision loss and promotes independent and healthy living for people with vision loss. It has a lot of information on visual impairments and resources to help teachers and families.

Perkins Scout http://www.perkins.org/resources/scout/education/ Classroom teachers will find information on providing access to the curriculum

for students who are blind or visually impaired. These teaching tips, educational strategies, accommodations, and instructional adaptations are useful in both inclusive and special education settings.

Are You the Parent of a Blind Child? http://www.acb.org/node/392 This is a great article for teachers to give a parent who has a blind or visually

impaired child.

Community Resources

School for the Deaf and Blind Address: Department of Conway, 29526 Phone: 843-248-8100 Description: Sign language interpreting, sign language classes, brailing and large

print services, early intervention, ADA awareness, workshops and consultations.

SC School for the Deaf and Blind Coastal Regional Address: 212 Main St, Conway, SC, 29526 Phone: 843-248-8100 Description: Orientation and mobility training for visually impaired school-aged

children, early intervention case coordination, sign language, interpreter contracting, sign language instruction, SC telecommunications distribution program, community presentations.

South Carolina Commission for the Blind Address: 1430 Confederate Avenue, Columbia, S.C., 29202 Phone: 803.898.8731 or 800.922.2222 Description: A state agency created to provide rehabilitation services, adjustment

to blindness training, prevention of blindness, independent living services and various other services to blind and severely visually impaired citizens of South Carolina.

OTHER HEALTH IMPAIRMENTS

Other Health Impairments: Defined

IDEA defines Other Health Impairments as: “…having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that: (i) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and (ii) adversely affects a child’s educational performance.”

A General Overview From NASET.org

•Click on the image to the right to read the full report.

General Overview from Others

The National Dissemination Center for Children with Disabilities http://nichcy.org/wp-content/uploads/docs/fs15.pdf

Helping Students with Tourette’s Syndrome to Succeed at Monroe County Community College

This brochure is a collection of information for college students with Tourette’s Syndrome and for college students and professors who are just looking for more information on it. It grants readers on some basic information on the disorder, what to expect from those with TS, what some related conditions are that might cause other problems in the classroom, and some accommodations that can be made for students with TS. http://www.monroeccc.edu/lal/PDF%20for%20LAL/3970%20-%20Tourette's%20S

yndrome%20Brochure.pdf

MitoAction This brochure provides basic information on MitoAction’s mission as well as

quick information about Mitochondrial Disease’s and their affects on individuals around the world. It also provides information on where those suffering from Mitochondrial disorders can find help and support. http://www.mitoaction.org/files/mitoaction-brochure.pdf

Eligibility Procedures

http://www.mloisd.org/SpecialEd/Disability%20Guidelines/OHI%20Guidelines.pdf

Relevant Websites

Kids Health: Tourette Syndrome This website is full of information about growth, development, and

health issues in children and is geared toward parents looking for more information. Specifically looking at Tourette Syndrome, the site offers information about what Tourette Syndrome is, what some of the signs and symptoms of it look like, diagnosis and treatment particulars, and also how to deal with having TS or spending time with someone who does. The website offers articles with this similar format on many other health impairments as well. http://kidshealth.org/parent/medical/brain/tourette.html#a_Dealing_With_T

ourette_SyndromeUnited Mitochondrial Disease Foundation

The UMDF website offers a great deal of information on Mitochondrial Disorders. It began as a volunteer organization and has since grown into a large non-profit organization that is recognized nation wide. The site is meant to provide support and information about the disease to families and individuals affected by Mitochondrial Disease. It includes details on the diagnosis, treatment, cure, and basic facts of Mitochondrial disorders. http://www.umdf.org

Some Area Resources Parent Training and Resource Center (Charleston)

http://www.frcdsn.org/ResourceDirectory.pdf Arc of South Carolina, The

http://www.arcsc.org  Address:The Arc of South Carolina

3214 Leaphart Road, Suite CWest Columbia, SC 29161Maps and Directions

E-Mail:TheArc@Arcsc.org Phone:803-748-5020 Fax:803-779-0017 Description:The Arc is a grassroots, volunteer advocacy organization. The

Arc of South Carolina works to improve the lives of people with Special Needs. The Arc advocates for people with disabilities to ensure they have the services and supports they need to grow, develop, and live in the community.The Arc of SC provides statewide information and referral services, you can contact your local chapter or the state chapter with any questions. The Arc of South Carolina is affiliated with The Arc of the United States, a national organization on mental retardation.

Office Name:Arc of Coastal Carolina, The Address:P.O. Box 32187

Myrtle Beach, SC 29588Maps and DirectionsE-Mail:arc32@verizon.comPhone:843-238-3040

Other Area Resources

Horry County Disabilities and Special Needs

(843) 347-3010 Grand Strand Miracle League

(843) 448-7712 Conway Medical Center, Diabetes Self-

Management (843) 347-8013

South Carolina Resources http://www.disabilityresources.org/SOUTH-C

AROLINA.html

SPECIFIC LEARNING DISABILITIES

Specific Learning Disabilities: Defined

IDEA states that a Specific Learning Disabilities is “…a disorder in one or more of the basic psychological processess involved in understanding or in using language, soken or written, that may manifest itself in the imerfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.” http://nichcy.org/disability/categories#ld

http://www.projectidealonline.org/specificLearningDisabilities.php

General Information

Educational Fact Sheet on Specific Learning Disabilities https://arksped.k12.ar.us/rules_regs_08/3.%

20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20GUIDELINES%20FOR%20CHILDREN/PART%20I%20ELIGIBILITY%20CRITERIA%20AGES%205-21/I.%20SPECIFIC%20LEARNING%20DISABILITY.pdf

National Dissemination Center for Children with Disabilities: Brochure on Learning Disabilities http://nichcy.org/wp-content/uploads/docs/fs

7.pdf

Relevant Websites HelpGuide: A Trusted Non-Profit Resource

http://www.helpguide.org/mental/learning_disabilities.htm

National Center for Learning Disabilities http://www.ncld.org/

National Association of Special Education Teachers http://www.naset.org/learningdisabilitie2.0.h

tml

Academic Personnel Resources and Academic Strategies

Wisconsin Department of Public Instruction

http://sped.dpi.wi.gov/sped_ld

Local Resources Learning Disabilities Association of South

Carolina Address:

537 Creekridge RoadAiken, SC 29803

Phone:803-643-9421 Description: Provides information on learning disabilities and advice

on medical, legal, and educational aspects of the learning disabled. Will provide information on local tutors and support groups.

Arc of Horry County, Inc.820 Surfside DrSurfside Beach SC 29575

Phone: (843) 238-3040 Email: Fax: (843) 238-3040 Website: Services: Volunteer advocacy group that supports persons with

mental retardation and developmental disabilities with education, information and services, including Special Olympics

Additional Resources

South Carolina Resources http://www.disabilityresources.org/SOUTH-C

AROLINA.html