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HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom HeartofIllinoisLowIncidenceAssociation(HILIA) 2 2 3 6 8 12 12 12 13 13 13 14 14 14 15 16 16 18 19 20 1 Heart of Illinois Low Incidence Association, 2008 Members OverviewofMemberServices StudentswithOrthopedicImpairments StudentswithHearingImpairments StudentswithVisualImpairments HILIATeachers HILIATherapists HILIAFacilitators ToAddressConcernsAbout ServicesAvailableWithoutPriorIEPDocumentation ServicesThatMightRequireIEPDocumentation ToAskAboutConsultationServices,ParentsShouldContact ToObtainConsultationServices,SchoolPersonnelShould WhattoExpectfromanOnSiteConsultation(IEPServices) ToDocumentServicesontheIEP ToInquireAboutStudentsWhoAlreadyReceiveServices ToInquireAboutNewServicesorNewStudents StudentswithOrthopedicImpairments StudentswithHearingImpairmentsorDeafness StudentswithVisualImpairments

TipsforImprovingAccesstoClassroomActivities&Instructionfor

WhoMayProvideConsultationServices

WhentoObtainaConsultation

HowtoObtainaConsultationforaStudent

HowtoDocumentConsultationsontheIEP ContactsandResources

ClassroomAccommodationsandModificationsChecklistsfor

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom HeartofIllinoisLowIncidenceAssociation(HILIA) Members · · · · · OverviewofMemberServices · · · Observation,screening,andevaluationservices. Informationaboutlowincidencedisabilities. Assessmentofstudentneedsforequipment,technology,assistivedevices, accommodations,ormodificationsinschool. Consultationservicesforstudentswithneedsintheareasofassistivetechnology, hearingimpairment,orvisionimpairment. Informationaboutobtainingaccesstoequipmentorassistivedevicesforclassroomuse; supportformaintainingorupdatingequipmentindistricts. Facilitationofspecializedevaluationsorservicesforstudents:e.g.,orientationand mobility,Braille,lowvisionclinics,audiologyservices,specializeddrivingevaluations and/orinstruction,andassistivetechnology. Professionaldevelopmentopportunities. Specializedinstructionalservicesforstudentswithdisabilitieswhoareplacedbytheir schooldistrictintoLaboratorySchoolprograms. Progressmonitoring,personalizedrecommendationsandmodelingofspecialized supportsandservicesorinterventionsforindividualstudents. Recommendationsandassistancewithacquiringadaptedinstructionalmaterials. BloomingtonDistrict87 LaboratorySchoolsatIllinoisStateUniversity LivingstonCountySpecialServicesUnit MackinawValleySpecialEducationAssociation TriCountySpecialEducationAssociation

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom TipsforImprovingAccesstoClassroomActivities&Instruction: StudentswithOrthopedicImpairments Itishelpfulforteacherstounderstandthatstudentswithorthopedicimpairmentshave difficultyperformingmanyofthephysicaltasksnecessaryforthemtobenefitfromclassroom instruction.Inadditiontoadaptingtheinstructionalenvironmenttoaccommodateobvious motordeficits,itisimportantforteacherstounderstandthatmotordeficitscannegatively impactboththespeedandthesafetyofstudentsintheschoolenvironment.Finally,health issuesarecommon,soteachersshouldunderstandthesymptomsofrelevantmedical conditionsandthesideeffectsofmedicationstakenbytheirstudents. Obviousmotordeficitsmightresultinadiminishedabilitytowrite,speak,sort,organize materials,sit,walk,climbstairs,eatordrinkindependently,participateinlearninggames,or participateinathleticactivities.Itisalsopossibleforsomestudentstoexperienceproblems thatarelessobviouslyrelatedtotheirphysicalneeds.Examplesincludedifficultywithreading, writtenexpression,socialemotionalbehavior,orcommunication.Eventhoughmanychildren withorthopedicimpairmentshavenoadditionaldisabilities,itisimportanttolearnwhetheror notindividualchildrenneedsupportinotherdomainsofschoolperformance. Orthopedicimpairmentsoftencausestudentstomovemoreslowlythanotherstudents.The negativeimpactofslowspeedsappliesnotonlytolargemotormovements(e.g.,walking, running,orrepositioningoneselfinachair),butalsotosmallermotormovements,suchas thoserequiredforspeaking,eating,handwriting,orkeyboarding.Speedmayalsobearelevant considerationwhenquestioningstudents.Teachersmayneedtowaitlongerforchildrenwith orthopedicimpairmentstorespond--allowingmoretimetoprocessaquestion,forma response,andexecutethatresponse.Speedisalsorelevantwhenplanningforthesafetyof individualstudents.Studentsmaynotbeabletorespondquicklyenoughtoavoidacollision withamovingobjectorperson.Beyondspeed,studentsmaysimplyneedenvironmental adaptations(e.g.,amplespace,roundedorsoftedges,orequipmenttoprovidesupportand stability)tomovesafelybetweendesks,inhallways,andonschoolproperty. Finally,studentswithorthopedicimpairmentsmighthavemedicalconditionsthatimpactthem intheschoolenvironment.Perhapstheyareeasilyfatigued,developsoresorexperiencepain ifleftinonepositionfortoolong,orareunabletoeatcertaintypesoffood.Itisimportantfor teacherstounderstandthenatureofeachstudent'sdisabilityandthecontentofhisorherIEP (IndividualizedEducationalPlan).

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom TipsforImprovingAccesstoClassroomActivities&Instruction: StudentswithOrthopedicImpairments

CommonAccommodations&Adaptations · · · · · · · · · · Allowlongerresponsetime.Astudentmayneedextratimetoprocessinformation,expresshis orherthoughts,ormovefromonelocationtoanother. Considershorteningassignmentsorextendingtimelimitstoaccommodateforslowerspeed. Providefrequentbreakstopreventfatigueandtoimproveconcentration. Providefrequentpositionchangestoaccommodatehealthneeds. Providenecessaryassistancewithpersonalneeds,suchasfeedingortoileting. Presentmaterialonastudent'sdominant(mostfunctional)side,orinthecenter,unless otherwiseinstructedbyatherapistorfacilitator. Keepalladaptedpositioningdevicesnearbyandingoodworkingcondition.Letatherapistor facilitatorknowifthereisaproblem. Priortomakingschedulechanges,checkwithatherapistorfacilitator.Heorshewillhave suggestionsforeffectivepositioningand/ormaximizingtimeontask. Understandrelatedhealthconditionsandpossiblesideeffectsofmedicationsthatastudentis taking.Itisespeciallycommonforastudenttobecomedrowsyduringtheday. Askwhetherastudentneedsmoreliquidsand/ormoretoiletbreaksthandootherstudents. Understandthattheneedforabreakmayoccursuddenly,thatis,itisnotalwayspossibleto schedulebreaksinadvance.

ClassroomEnvironment,Technology,Instruction&Assignments AccessingtheClassroomEnvironment&Technology · · · Insurethatthestudentcanalwaysseetheteacherwhenintheclassroom. Insurethatthestudentseesallactivities,boards,overheads,DVDs,andothervisual displays. Insurethatthestudentcanaccesswork,includinglaboratoryequipmentusedinscience classes.Considerheightandthedegreetowhichastudent'swheelchairorpositioning equipmentcanfitthetableordesk.Alternativepositioningideasmaybewrittenintothe student'sIEP. Insurethatthestudentcanaccesstheclassroomcomputerincludingthekeyboard,mouse andscreen.Considervariablessuchasheight,distancefromstudent,andwhetherornot thestudentcanmeetthephysicaldemandsrequiredtousecomputerhardware. Provideinstructioninavarietyofformatstomeetmultisensoryneeds:simplifiedvisuals andenlargedtext,auditoryinput,andmanipulatives.

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TipsforImprovingAccesstoClassroomActivities&Instruction: Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom StudentswithOrthopedicImpairments

AccessingInstruction · · Alloworalresponses,asappropriate,duringinstructionalpresentationsanddiscussions. Writtenresponseswillbeslower,minimizinginstructionaltimeandcontentcoverage. Askyesornoquestionswheneverastudenthasdifficultyspeakinginfrontofagroup.For studentswiththemostsevereorthopedicdisabilities,usethestudent'spreferredmodefor communication,(eyeblink,facialexpression,communicationdeviceorswitch)for respondingtoquestions. Reducedemandforcopyingfromtheboardoroverhead;considertheuseofanotetakeror photocopiesofoverheads.

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AccessingAssignments · · · · · · · · IncorporatingEquipmentandTechnology · · · · · · Useequipment,adjustabletables,desks,andchairsforsittingorstanding. Usewalkers,wheelchairs,andotherequipmenttofacilitatemovement. Usecarseats,harnesses,orseatbeltsfortransportation. Usecomputers,withmodifiedkeyboards,eyegazecontrols,voicerecognition,orother alternativemethodsforprovidingphysicalaccess. Useinstructionalsoftwaretoaccommodateindividualneedsforaccess,timing,and/or repetition. Usemodifiedorspeciallyselectedwritingutensilsandinstructionalmaterialstoallow studentstoparticipateinactivitiesorcompleteassignments. Insurethatthestudentcanphysicallymanageallmaterialandassignmentrelated equipment. Consideruseoftexttospeechtechnologyorbooksontapetoreducefatigueand/or provideanextrasetoftextbooksforstudentuseathome. UseadaptedpencilgripsorotheradaptedwritingmaterialsrecommendedinanIEPforALL writingactivities. Evaluatestudentcontent,notthelegibilityofhandwriting,whengradingallassignments. Considerwordprocessing:atacomputerorwithaportabledevice. Consideruseofraisedlinepapertohelpthebeginningwriterandtheuseofgraphpaperfor olderstudents.Theseitemsimprovespacingandalignment. Reduceoreliminatetheneedforastudenttocopyfromtheboard. Reducethelengthofassignmentsandspellingliststoaccommodatesloworlaborious writingandtopreventfatigue.

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom TipsforImprovingAccesstoClassroomActivities&Instruction: StudentswithHearingLoss,HearingImpairmentorDeafness

Studentswithhearingimpairmentsmayexperiencedifficultywithhearingsounds,localizingsounds, understandinglanguage,orexpressingthemselves.Thesedifficultiescanimpactachild'sabilityto engageinconversation,makefriends,understandclasscontentandteacherdirections,participatein discussions,ortakenotes.Inanyenvironment,theinabilitytolocalizesound(thatis,understandwhich directionitiscomingfrom),reducesachild'sabilitytoquicklyrecognizeandavoidunsafesituations. Forthesereasons,itisimportantforallteacherstounderstandandaccommodatethecharacteristicsof hearingloss,hearingimpairment,anddeafness. Maintainingagoodauditoryenvironmentallowsstudentstohearandprocessimportantinformation. Inotherwords,theenvironmentisimportantforprovidingaccesstoinstructionalcontent.Students withhearingimpairmenteasilymissspecificsounds,evenspecificwords.Studentswithhearing impairmentoftenhaveaninabilitytohearsoundsataspecifictoneorpitch,causingthemtohearsome voicesbetterthanothers.Thisoftenlimitstheirabilitytounderstandanduseinflectiontoconvey meaning.Sometimes,studentswithhearingimpairmentssimplyhearwordsincorrectlywhenlistening tolectures,directions,orconversations.Evenmissingjustafewsounds,orafewwords,cancausebig misunderstandings. Studentswithhearingimpairmentsoftenuseequipmenttoparticipateinthegeneralclassroom.Some studentshavecochlearimplantsthatrequirebothagoodauditoryenvironmentandarelianceon technologyforthemtohear.Otherstudentsusehearingaidsand/orFMsystems.Anytimetechnology isrequiredforstudentstoparticipateandlearn,itisimportantforsomeoneintheenvironmentto understandhowtouseandmaintainthatequipment.Otherstudentsrelyonvisualapproachesto learningandcommunication.Someusesignlanguage.Othersrelyonacombinationofpictures, drawings,symbols,writtentext,orgestures. Studentsmayacquireahearingimpairmentatanyage.Asaresult,itcanbedifficultforteachersto recognizethesymptomsofanemerginghearingimpairment.Alsoconfusing,areinstanceswherethe impactofahearingimpairmentseemsworseonsomedaysthanonothersandwherethehearingloss occursinonlyoneear.Manystudentsarelikelytobenefitfromtheinstructionalstrategiesthatare commonlyusedforstudentswithhearingimpairments:agoodauditoryenvironment,equipmentor technology,andvisualapproachestoinstructionorcommunication.Teachersareencouragedto considerthepossiblebenefitsoffollowingideasforallstudentsintheirclassroomsandtocontacteither aHILIAfacilitatororadistrictspeechlanguagepathologisttoinquireaboutmeetingthespecificneeds ofindividualstudents.

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom TipsforImprovingAccesstoClassroomActivities&Instruction: StudentswithHearingLoss,HearingImpairment,orDeafness

AuditoryEnvironment: · · · · · ·

Providequietenvironment,withasfewauditorydistractionsaspossible.Considerclosing windowsanddoorstoreduceoutsidenoises. Placestudentswithhearingimpairmentsascloseaspossibletothesourceofthesoundsthey areexpectedhear.Adeskinthefirstorsecondrowispreferred. Contactparentswheneveramiddleearinfectionissuspectedofinterferingwithastudent's learning.Thisisanespeciallyimportantconsiderationforstudentswithfluctuatinghearingloss. Makesurethattheearwiththebesthearingisfacingboththeteacherandclassmatesina classroomsetting. Provideampleresponsetimesostudentscanprocesswhattheyhearandaskquestions. Repeatimportantinformation.Speakclearly.Beconcise.Askapeertopromptthestudentto attendtodirectionsandotherimportantinformation. UseFMandsoundfieldsystemstoimprovetheauditoryenvironmentforallstudents,oronly onestudent,inaclassroom.Systemscomewithavarietyoffeaturesandserveavarietyof purposes. Understandhowtouseandmaintainequipmentusedbyindividualstudents.Provideeasy accesstoextrabatteries.Teachstudentswhattodoorwhotocontactwhenequipmentisnot workingandhowtomakeadjustmentsthatimprovesoundclarity,tone,andvolume. Testhearingaidsdaily.Totest,cupeachhearingaidinyourhandsandlistenforahighpitch squeal.Asquealmeansthedeviceisworking.Changethebatteryifthereisnosquealand listenagain.Teacholderstudentstodothisthemselves. Encouragestudentsusethetechnologyavailabletothemandtoaskforhelp. Providepreferentialseating--closetowhereinformationispresentedandawayfromnoise. Facestudentsinawelllightedenvironment,soitiseasierforstudentstowatchlips,understand facialexpressions,andobservebodylanguage. Removeobstaclesthatblockvision,keephandsawayfromyourface,andmoveaslittleas possiblewhenpresentinginformationtotheclass. Considerusingsymbols,closedcaptioning,symbolbasedtext,photographs,ordrawingsto supplementorreplacestandardmethodsofcommunication. Providewrittendirections,writtennotes,andwrittenassignmentstostudents.

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom TipsforImprovingAccesstoClassroomActivities&Instruction: StudentswithVisualImpairments

Studentswithvisualimpairmentsfaceavarietyofchallengesinschool.Commondifficultiesinclude limitedaccesstoinformation,fluctuatingvision,visualfatigue,andsafetyconcerns. Accesstoinformationmeansthatstudentshavetheopportunitytoacquirecoursecontent.Access requiresstudentswhoareabletomakethemostoftheirvisualskills,whouseallsensestoimproveor compensateforvisualdifficulties,andwhoparticipateinanenvironmentthataccommodatestheir visualneeds.Sometimes,studentsusethevisionthatisavailabletothembutforgettheyaremissing importantdetail.Examplesincludethedetailfoundinphotographsorthesmallprintusedtoexplain graphs,charts,andothervisualaids.Othertimes,studentsdonotknowhowtouseexistingvisionand mustlearnstrategiesforinterpretingvisualinformation.Evenstudentswhounderstandtheirownskills maynotknowhowtoaskforhelp.Teacherscanhelpstudentsdevelopaplanformeetingtheirvisual needsinallsettings. Visioncanfluctuatesignificantlyfromdaytodayandactivitytoactivity.Often,itfluctuateswith changesinlighting.Forexample,sittingnexttoawindowonasunnydaycancauseglare,whichgreatly reduceswhatastudentseesonhisorherdesk.Theproblemoffluctuatingvisioncanbeassociated withvisualtasksthatarebothnear(e.g.,reading)andfar(readingfromaboardorwatchingavideoor movie). Visualfatigueiscommonwhenstudentsfocusonthesamevisualtaskforalongtime.Forexample,a teachermayassignstudentstoreadforseveralminutesthenpromptthemtolookforspecific informationinthetext.Suchataskcanbeextremelydifficultbecauseitrequiresmuchfocusandfew opportunitiesforrest.Fatiguecanbeminimizedbythecreativeuseofcontrast,lighting,printsize, timing,andbreaks.Itisalsohelpfultoschedulingvisualactivitiesforthemorning,ratherthanthe afternoon. Visualimpairmentspresentstudentswithsignificantsafetychallenges.Concernsexistanytimestudents mustmoveaboutaclassroomorbuilding,butincreasewiththeadditionofotherchildren,highlevelsof activity,distractions,andunpredictability.Concernsalsoexistwhenstudentsarestationary,butobjects aremovingtowardthem.Playgroundsofferonegoodexampleofdangers:swings,rapidand unpredictablemovementsbymanychildren,numerousdistractions,andunevensurfacesforwalking. Safetyconsiderationsassociatedwithsportsincludepacing,thepredictabilityofmovementbyother players,potentialofharmfromequipment,andballspeed.Problemswithdepthperceptionmight makeitdifficultforstudentstotakestairs,useramps,orsitonchairs.Visualcontrast,suchascolored tape,canmakemovementsafer.Pairingastudentwithanadultorpeerisalsoagoodstrategy. Classroomteacherscanmosteffectivelyteachstudentswithvisualimpairmentsbytalkingwiththem, communicatingwithfamilies,andworkingwithotherserviceproviders.Thefollowingsuggestions provideideasforteacherstoconsider.

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom TipsforImprovingAccesstoClassroomActivities&Instruction: StudentswithVisualImpairments

EnhancingVisionandSafetyintheClassroom · · · · · · · · Standsothatlightshinesonyouinsteadofbehindyou,causingstudentstoexperienceglare and/orsquinting.Donottostandinfrontofwindows. Insurethestudentisnotworkinginhisorherownshadow. Reducelightingifastudenthasalbinism. Usehighcontrastmaterialsforallstudents.Contrasttipsarelistedbelow. Arrangeforaseparatetimeandplaceorprovideanaccessiblescreenforviewingvideos. Screensthataretoohighortoofarawayinhibitvision. Referto"AccommodationsandAdaptationsforVisualFieldorDepthPerceptionProblems" (below)forstudentswithreducedvisioninonlyoneeye. Provideextrastructureandsupportforstudentsinvolvedwiththefollowingactivities:word searches,mazes,boardgames,andoutdoorgames. Askaboutusingthesightedguidemethodfornavigationwithintheclassroom.Arrangerooms toprovideopenspaceforwalking.Teachstudentsthelocationofcommonobstacles(e.g., garbagecans)andnotifythemofallchanges.

AccessingInstruction · · · · Keepvisualimagessimpleinmaterialsorinvisualpresentations.Avoid"clutter." Usenonglarepaper.Avoidlaminationandpaperwithaglossyfinish. Providedeskcopiesofreferencematerialsthatarepostedonclassroomwalls.Examples includeawordwall,alphabet,calendar,ornumberline. Providedeskcopiesofoutlinespresentedonachalkboardorthroughprojection.Copyingfrom theboardrequiresswitchingfromneartodistancevisionandmaybeverylaborintensivefora studentwithavisualimpairment. Askaboutadaptedmaterialsandmodificationsthatprovidestudentswithaccesstofilms, videos,movies,andotheraudiovisualdisplays.Inaddition,askanadulttoprovidea descriptionoffilmsandmoviespriortoviewingorand/orusevideomaterialsthatincorporate anautomatedvideodescription.

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AccessingAssignments · · · · · Providelargeprint,orBraille,copiesofhomeworkmaterials.Askforassistance. Usehighlightedlinedpapertohelpinlocatecorrectlineforwritingpurposes. Buyeasytoread,bigprint,rulers.Theseareavailableatteachersupplystores. Adjustgradingwhenusingthesupplementalreadingprograms.Largerprintbooksare necessary,butoftenhavelowerpointvaluesthansmallerprintbooks. Forahighschoolagestudent,considerdriver'seducationandmakearrangementsforthe studenttotakethedriver'sbureauvisiontest.Ifthestudentfailsthestandardvisiontest, contacttheHILIAfacilitatorforoptions.

TipsforImprovingAccesstoClassroomActivities&Instruction: 9 Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom StudentswithVisualImpairments

TipsforContrastContrastContrast · · · · TipsforEnlargingCopies · · Enlargean8½X11by 1. Foldingorcuttingitinhalf

Increasecontrastbetweeninformationandbackground.Whitepaperalwaysprovidesthebest contrastforstudentswithvisualimpairments. Writeonawhitelabeltoincreasethecontrastbetweenprintandbackground. Makematerialssotheycanbeeasilyseenfromacrosstheroom. Useacolorbackgroundasacodeforwordtypewhendisplayingwordsonawall,butprintout thewordbythecomputer,leavingenoughwhitepapertoframetheentireword.Finally,glue thewordtothecolorbackground.

Whenprintingfromafileonthecomputer,gotopagesetupandselect"landscape".Thengo to"Edit"and"Selectall"andchangefontsizeto14or16.ThiswillsaveenlargingontheXerox machine.

2. Placeitsidewaysonthecopierandenlargeby145%

3. Youwillendupwithtwosuccessivepagesthatarelandscapein 1416font. MoreTips: · · · · · Checktoinsurethatalloriginalinformationcopiedtotheenlargedpage Cutmarginsonleadedge. Enlargevisualdiagrams,sothatlabels,legends,etc.maybeeasilyread. Enlargeandprovidestudentswithseparatecopiesofdiagramsorchartswhenstudentsmust view,interpret,answerquestionsaboutthem. Cutandresetcolumnsandmargins. Usecopierswithasettingforquicklyenlargingfromletterto11X17sizepaper.

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TipsforImprovingAccesstoClassroomActivities&Instruction: Heart of Illinois Low Incidence Association, 2008

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HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom StudentswithVisualImpairments

CommonlyUsedTechnologyTools · Handheldmagnifiers. · Binocularsandmonoculars. · Colorscannersandcopiers. · Computersoftwarethatenlargestext. · Accessibilityfeaturescommonlyfoundoncomputeroperatingandwordprocessingsystems,for example,enlargement,speech,highlighting. · ScanandReadsystems. · RecordingsfortheBlindandDyslexic,DaisyReaders,MP3players,othertechnologiesusedto giveauditoryaccesstoprintedtext. · LargeprintbooksorBrailletextandtextwritingequipment. Accommodations/RecommendationsforStudentswithVisualFieldLossand/orDepthPerception Problems Thevisualfieldistheamountoftheoutsideworldvisibletoeacheye(monocularvisualfield).When botheyesareopen,thefieldislarger(binocularvisualfield).Visualfieldlossmayoccurduetodisease ordisordersoftheeye,opticnerve,orbrainandresultsinlossestovisionaboveorbelowthe horizontal,atoneorbothsidesofeacheye,orinthecentralareaofvision. Withouthavingtheuseof botheyes(binocularvision),depthperceptionandfiguregrounddiscriminationaredifficult.Aska facilitatorforadvice. AccessingtheSchoolEnvironment · · Identifyandusethesafetyprecautionsnecessaryforeachstudenttousestairs,participatein safetydrills,andtootherwisenavigatesafelythroughthebuilding. Monitorsafetyduringrecess,especiallyonplaygroundequipmentandduringanytypeofball games,etc,andonfieldtripsduetotherestrictionsinvisionorproblemswithinterpreting movement. Realizethatwhatmightappeartobe"clumsiness"or"fumbling"canbeduetoalackof binocularity.Itmaytakeseveraltriesforastudenttograspsomething.

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AccessingInstructionandAssignments · Whenthereisoneeyeoroneportionofthevisualfieldthatisaffected(e.g.,therightortight side),seatthestudentsothatinstructionisjusttotheoppositesideofmiddle(e.g.,justtothe leftofcenter). Materialsshouldbepresentedfromthemiddletotheoppositeside(e.g.left)fromtheaffected eyeorportionofthevisualfield(e.g.,righteyeorrightside).

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom WHOMAYPROVIDECONSULTATIONSERVICES FORASTUDENTWITHORTHOPEDIC,HEARING,ORVISUALIMPAIRMENTS

AlltherapistsandHILIAfacilitatorsprovideavarietyofdirectandconsultativeservicesforthebenefitof students.Pleasecontactalocalspecialeducationdirector,specialeducationteacher,orbuilding principalformoreinformationabouttheservicesdescribedbelow. HILIATeachers Eachmemberorganizationprovidesspecialeducationinstructiontostudentswithdisabilitiesin accordancewiththeIndividualizedEducationalPlansdevelopedbyIEPteams.Allspecialeducation teachersspecializeinidentifying,understanding,andaccommodatingtheuniqueinstructionalneedsof studentswithdisabilities.Somespecialeducationteachershaveexpertiseintheinstructionofstudents whohaveorthopedic,hearing,orvisualimpairments.Specialeducationteacherswiththisexpertise mayprovideconsultationservicestoothers.Allteachershaveaccesstoconsultantservicesfromanyof theotherserviceproviders. HILIATherapists Eachmemberorganizationprovidesitsownphysicaltherapy,occupationaltherapyandspeech languagepathologyservices.Typically,thesetherapistsprovidetheeducationallyrelevantmedical servicesthatarenecessaryforchildrenwithdisabilitiestobenefitfromspecialeducationinstruction. Sometimes,theirservicestaketheformofconsultationandevaluation. Inaddition,eachorganizationprovidesschoolpsychologyandschoolsocialworkservices.Theseservice providersidentifyandaddresstheeducational,cognitive,andsocialemotionalneedsofstudents. Sometimes,theirservicestaketheformofconsultationandevaluation. HILIAFacilitators HILIAemploysfacilitatorswhosupportstudentswithvisionand/orhearingimpairmentsinlocalschool districts.HILIAalsoemploysafacilitatorwhoaddressesmanyoftheassistivetechnologyneedsof studentsinmemberdistricts.Finally,HILIAmembersprovidethesupportservicesnecessarytoeducate studentswithorthopedicimpairmentsintheirownschools.Allfacilitatorsprovidearangeofservices thathelpstudentswithvision,hearingororthopedicimpairmentstosucceedintheeducational programsprovidedbylocalschooldistricts.Servicesrangefromprovidingadvicetoparentsand educatorsorhelpingdistrictsacquirenecessaryequipmenttoprovidinghighlyspecialized,direct servicestoindividualstudents.SomeservicesmaybeaccessedsimplybycontactingaHILIAfacilitator andaskingforhelp.MoreintensiveservicesrequireanIEPteamtodocumentstudentneedsonanIEP. AlocalprincipalorspecialeducationdirectorcanhelptodecidewhetherornotIEPchangesareneeded.

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HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom WHENTOOBTAINACONSULTATION FORASTUDENTWITHORTHOPEDIC,HEARING,ORVISUALIMPAIRMENTS

Aconsultationmightbeneededtoaddressconcernsorquestionsabout 1. 2. 3. 4. 5. 6. ServicesAvailablewithoutPriorIEPDocumentation.Atherapistorfacilitatormay Observeachildwhoisinanewenvironmentorwhomayhaveadisability. Participateinplanningmeetingsforstudentssuspectedofhavingdisabilities. Interpretoutsideevaluations. Shareinformationaboutspecializedevaluationsandservices:suchasdriver'seducationevaluations, orientationandmobilityservices,oraudiologyservices. AcceptinvitationtoparticipateinIEPmeetings. Provideinstructionalandprogressmonitoringsuggestionsinanattempttodiscernlearningneeds. ServicesthatMightRequireIEPTeamInvolvement.Atherapistorfacilitatormay Provideabeginningoftheyearinservicedesignedtoexplaintheuniqueneedsofindividualchildrenso thatlocalteachersmayeffectivelyimplementIEPs. Leadthedesignandimplementationofassistivetechnologyplansforstudents. Incorporateassistivetechnologyplans,tools,and/orspecializedequipmentintoIEPs. Providetheinformationandprofessionaldevelopmentservicesneededforlocaleducatorsandstudents toeffectivelyuseassistivetechnologyorspecializedequipment. Helpdistrictpersonneltomaintainassistivetechnologyandspecializedequipment. Teachstudentstounderstandandadvocatefortheirownlearningneedsarisingfromorthopedic, hearing,orvisualimpairments. Helpteacherstounderstandspecificdisabilitiessotheycanprevent,reduce,orcompensateforthe learningdifficultiesexperiencedbyindividualstudents. Safetyand/orhealthneeds,especiallyastheyrelatetoparticipatinginschoolactivitiesand mobilityintheschoolenvironment. Instructionalneeds,especiallyincreasingaccesstolearningmaterialsandincreasing participationinlearningactivities. Socialemotionalneedsassociatedwiththedisabilityandwithselfadvocacy. Evaluationsandprogressmonitoring,orunderstandingthenatureandimpactofthe disabilityonclassroomperformance. Equipmentandtechnologyneeds,frommakingdecisionsandprovidingaccessthrough providingforeffectiveuseandongoingmaintenance. Changesinthefunctioninglevelsofastudent,changesintheschoolenvironment,and changesinexpectationsforstudentperformance.

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom HOWTOOBTAINACONSULTATION FORASTUDENTWITHORTHOPEDIC,HEARING,ORVISUALIMPAIRMENTS

Toaskaboutconsultationservices,parentsshouldcontactthespecialeducationdirector,special educationteacher,orprincipalassociatedwiththeschoolattendedbytheirchildren. Inordertoobtainconsultationservices,schoolpersonnelshould 1. 2. 3. 4. Whattoexpectfromanonsiteconsultation(IEPservices): · · · · · ExpecttheservicesdescribedintheIEP. Expecttobecontactedbythefacilitatorortherapisttoscheduleservices. Expectacompletedform,givingfeedback,instructions,andfollowupactivities. Expectparticipation,inpersonorthroughawrittenreport,inIEPmeetings. Expectreferraltootherserviceproviderswhennecessarytomeetstudentneeds. Contactatherapistorfacilitator. Invitethetherapistorfacilitatortoastudent'sIEPmeeting. HelptheIEPteamtomakecollaborativedecisionsabouttheneed,purpose,andnumberof consultations. DocumentallteamdecisionsontheIEPandmonitorimplementation(seepage15).

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom HOWTODOCUMENTCONSULTATIONSONTHEIEP FORASTUDENTWITHORTHOPEDIC,HEARING,ORVISUALIMPAIRMENTS

TodocumentconsultationservicesontheIEP:

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Listconsultations,bytype,nexttootherrelatedservices.Nexttoeachtypeof consultation,listwhowillprovidetheservices,howmanyconsultationsareneeded peryear,andifapplicable,howmanyminutesofserviceperweek.Examples include"4timesperyear,40minuteseach,""Quarterly,60minutesperquarter,"or "Monthly,20minutesperquarter." Describe,indetailandwithdata,studentstrengthsandneedsrelatingto consultationservices.ThisdescriptioniswritteninthePresentLevelsof Performancesection(i.e.,PresentLevelsofAcademicAchievementandFunctional PerformanceonthestateIEP). WriteIEPgoalsthatdetailstudentskillsandtheperformancelevelstheywill demonstrateasaresultofprovidingconsultationservices.Goalsshouldrelateto theneedsdocumentedinthePresentLevelsofPerformancesection.Allgoals shouldbeobservableandmeasurable,withdatadescribingtowhatextentthe studentperformseachgoalatthetimethegoaliswritten.IEPteamsmayagreefor therapistsorfacilitatorsbelistedascoimplementersofgoalswrittenbyotherIEP teammembersortherapistsandfacilitatorsmaydrafttheirowngoals. Includeadirectstatementaboutthepurpose(s)forconsultationservicesineither thePresentLevelsofPerformancesectionortheSpecializedSupportsandServices sectionoftheIEP.

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom CONTACTSANDRESOURCES

ToInquireaboutStudentswhoalreadyreceiveeducationalservicesfromHILIAFacilitatorsorwho attendspecialeducationprogramsattheISULaboratorySchools,contacttheHILIAcoordinatoror facilitatorsdirectly: HILIACoordinatorofSpecialEducationServices 309/4387124 HILIAFacilitatorforStudentswithAssistiveTechnologyNeedsandOrthopedicImpairments

309/4382052

HILIAFacilitatorforStudentswithHearingImpairments/Deafness

309/4385886

HILIAFacilitatorforStudentswithVisualImpairments

309/4385883

Toinquireaboutnewservicesornewstudents,contacttheDirectorofSpecialEducationassociated withthestudent'sdistrict: BloomingtonDistrict#87,309/8276031. LivingstonCountySpecialServicesUnit,815/8447115. MackinawValleySpecialEducationAssociation,309/4542220. TriCountySpecialEducationAssociation,309/8285231.

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom CLASSROOMACCOMMODATIONSANDMODIFICATIONSCHECKLISTS

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Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom CLASSROOM ACCOMMODATIONS AND MODIFICATIONS FOR STUDENTS WITH ORTHOPEDIC IMPAIRMENT (PHYSICAL DISABILITY) Name: ___________________________________ Use assistive technology supports (Consult therapist or facilitator) ____ Adaptive Devices ____ ____ ____ ____ ____ ____ Positioning Mobility Feeding Self-care Pencil grips Writing Materials ____ ____ ____ ____ ____ ____ ____ ____ Raised line paper Graph paper Slant board ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ Extra set of books (home) Allow longer response time Note taker Assignment notebook Graph paper (math) Books on CD (reduce fatigue) Preferential seating ____ ____ ____ ____ Visual access Desk/Table Text to Speech Word Prediction Date: ______________________ Use instructional accommodations:

____ Adapted Writing Materials

Instructional Software

____ Computer Access Keyboard Touch screen Adapted mouse Switches Voice activation

Provide frequent breaks

Present task on dominant side

____ Environmental Controls

Use Instructional Modifications ____ Reduce written assignments ____ Provide alternatives to writing ____ Allow oral responses when appropriate ____ Provide frequent positioning changes ____ Consider student seeds ____ ____ ____ 18 Sensory Fatigue Multiple disabilities

Provide Support for Staff ____ Beginning of year in-service ____ ____ ____ ____ ____ ____ ____ Review needs Review accommodations Review goals for student Review contact information

Classroom observations/recommendations Evaluation of room/materials for access Support for equipment use

Heart of Illinois Low Incidence Association, 2008

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom CLASSROOM ACCOMMODATIONS AND MODIFICATIONS FOR STUDENTS WITH HEARING LOSS Name:__________________________ Use amplification, consult facilitator: ____ Personal hearing device (aid, Cochlear implant, tactile device) ____ Personal FM system: aid + FM personal hearing aid) ____ Walkman-style FM system ____ Sound-field FM system ____ ____ ____ ____ Use communication accommodations: ____ ____ ____ ____ Strategic seating Insure student's attention before speaking Reduce distracting sounds Enhance speech reading conditions (avoid hands in front of face, keep mustaches well-trimmed, avoid gum chewing) ____ ____ ____ ____ ____ Present information in simple, structured sequential manner. Enunciate Allow extra time for processing Repeat or rephrase Check frequently for understanding 19 Heart of Illinois Low Incidence Association, 2008 ____ ____ ____ ___ ____ Date:________________________ Use instructional accommodations & modifications: Visuals (overheads, chalkboard, charts, vocabulary lists, schedules, outlines) Caption or script TV, videos, movies. Buddy system for notes Check for understanding of information ____ ____ Down time/breaks from listening Written directions

____ FM system/auditory trainer (without ____

Adapt, or eliminate, phonics assignments Pre-teach vocabulary Practice to reinforce concepts Provide reading assistance Provide support to staff ____ ____ Beginning of year in-service Classroom observation with recommendations Evaluate materials for access Support equipment use

HelpingStudentswithOrthopedic,Hearing,orVisualImpairmentsSucceedintheClassroom ACCOMMODATIONS AND MODIFICATIONS FOR STUDENTS WITH VISUAL IMPAIRMENTS Name: ___________________________________ Date: ______________________

Use assistive technology supports (Consult therapist or facilitator) ____ Magnifier ____ Monocular ____ Computer accommodations ____ ____ Screen reader Enlarging software for computer

Use instructional accommodations: ____ ____ ____ ____ ____ ____ ____ ____ ____ Peer partner for note taking Preferential seating Contrast for print materials Low glare/good lighting Print type (no curly cues) Sans serif recommended Large print texts (facilitator will order) Large print handouts Books on CD Text reading system

____ Note-taker device ____ Slant board ____ Close circuit TV ____ Talking book player ____ Calculator ____ ____ Large number display Talking

Provide Support for Staff ____ Beginning of year in-service ____ ____ ____ ____ Review eye condition Review accommodations Review goals for student Provide contact information

____ Classroom observations/recommendations ____ Evaluation of materials for access ____ Support for equipment usage

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Heart of Illinois Low Incidence Association, 2008

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Microsoft Word - Helping Students with Physical or Sensory Impairments Succeed in the Classroom.doc

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