1. SPE 300 Visual Display Presentation By: Matthew Harris

2. Autism Characteristics Affects communication skills. Children with ASD may show signs of repetitive and restrictive behavior. Other characteristics may include problems with concentration, attention, and activity level. Strategies / Accommodations An emphasis on developing functional communication skills. Some IEPs might focus on self-help skills along with functional academics.

3. Deaf - Blindness Characteristics A combination of visual impairments and hearing impairments. Some students may have other disabilities as well, such as cerebral palsy or seizures. Strategies / Accommodations The low-incidence nature and the scarcity of appropriate instruments presents a unique set of challenges to teachers and other professionals. Criterion-referenced tests, developmental scales, and informal observations often yield useful information.

4. Developmental Delay Characteristics Difficulties with gross motor skills Difficulty focusing or making eye contact Eyes appear to be crossed or turned Brings objects too close to eyes to see Strategies / Accommodations Plan physical activities for times when the student has the most energy. Provide daily opportunities and activities for children to use handheld tools and objects.

5. Hearing Impairments Characteristics Varying degrees of hearing loss occurs. May have problems with speech and language. The possibility of lessened communication skills Strategies / Accommodations Educational achievement may be delayed. Assessments of students with hearing impairments should not rely primarily on verbal abilities.

6. Intellectual Disability Characteristics Problems with attention. Problems with memory. Encounter difficulties in their academic work. May approach learning situations with heightened anxiety. Speech and language difficulties. Strategies / Accommodations Ensure attention to relevant task demands. Teach ways to learn content while teaching content itself.

7. Speech or Language Impairments Characteristics Limited vocabulary Incorrect grammar or syntax Excessive repetition of information Difficulty in formulating questions Strategies / Accommodations Mostly served in general education classrooms. Planning concepts that should be considered include seating arrangements, reducing distractions, and interactive techniques.

8. Traumatic Brain Injury Characteristics Refers to temporary or permanent injury to the brain from acquired causes. Does not include congenital or degenerative conditions or birth trauma. The effects of an injury will differ depending on the cause. Strategies / Accommodations Typically require hospital stays and rehabilitation services before reentering school. Students must be constantly assessed, because skill levels improve over time.

9. Visual Impairments Characteristics Various degrees of vision loss. Problems with traveling. Must learn to do every day tasks without their sight. Strategies / Accommodations Require an educational plan to prepare for independent and productive lives. Almost two thirds of students with visual impairments received services in the general education classroom.

10. Multiple Disabilities Characteristics Having two or more disabilities. Cognitive functioning may vary from giftedness to profound intellectual disability. Usually creates an interactional, multiplicative effect. Strategies / Accommodations Needs of the student can not be met in a special education program designed solely for one of the impairments. There will usually be a need for modifications, assistive technology, and specialized teaching strategies.

11. Orthopedic Impairments Characteristics A severe orthopedic impairment that adversely affects a child’s educational performance. Three main areas are neuromotor impairments, degenerative diseases, and musculoskeletal disorders. Strategies / Accommodations Special seating arrangements to develop useful posture and movement. Instruction focused on development of gross and fine motor skills.

12. Other Health Impairments Characteristics Having limited strength, vitality, or alertness. A heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment. Other characteristics include poor attention, memory problems, decreased writing speed and accuracy, and impulsive behavior. Strategies / Accommodations Students do not typically require special education services unless these conditions are severe. Teachers should be familiar with seizure disorders and asthma.

13. Specific Learning Disabilities Characteristics Difficulties learning to read by the first grade. Inability to accurately and fluently decode single words. Difficulties understanding structure of words. May have trouble remembering the sounds that letters make. Strategies / Accommodations Break learning tasks into small steps. Provide regular quality feedback. Present information visually and verbally.

14. Emotional Disturbance Characteristics Trouble building and maintaining interpersonal relationships. Fare much worse than average in terms of grades, grade retention, high school graduation rates, dropout rates, and absenteeism. Strategies / Accommodations Physical environment interventions Academic and instructional interventions Behavioral and cognitive- behavioral interventions

15. Response to Instruction Tiered instruction- three levels of instruction, from general education to specialized instruction focusing on specific needs. Tiered instruction- three levels of instruction, from general education to specialized instruction focusing on specific needs. Universal Screening- the first step in identifying students who are at risk for learning difficulties. Universal Screening- the first step in identifying students who are at risk for learning difficulties. Benchmark testing- short tests administered throughout the school year that give teachers immediate feedback on how students are meeting academic standards. Benchmark testing- short tests administered throughout the school year that give teachers immediate feedback on how students are meeting academic standards. Progress Monitoring- frequent and systematic assessment of an individual’s performance. Progress Monitoring- frequent and systematic assessment of an individual’s performance.

16. Universal Design for Learning UDL is the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, write, read, write, understand English, attend, organize, engage, and remember. UDL is the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, write, read, write, understand English, attend, organize, engage, and remember. Examples of Accommodations Examples of Accommodations Assistive technology Assistive technology Mobile technology apps Mobile technology apps

17. Diversity Assessment of an individual’s language competency in both English and his or her native language should be completed before administering other tests. Assessment of an individual’s language competency in both English and his or her native language should be completed before administering other tests. In order to be eligible for a special education, a student must exhibit a disability when evaluated in his or her native language. In order to be eligible for a special education, a student must exhibit a disability when evaluated in his or her native language. Parents and other stakeholders should be involved when developing alternate assessments. Parents and other stakeholders should be involved when developing alternate assessments.

18. Bibliography Gargiulo, Richard M. Special Education in Contemporary Society: An Introduction to Exceptionality. N.p.: n.p., n.d. Print. Gargiulo, Richard M. Special Education in Contemporary Society: An Introduction to Exceptionality. N.p.: n.p., n.d. Print.