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Disability Resource Notebook

ED 241 Saint Mary of the Woods

Rebecca Hampton

The first section of the Disability Resource Notebook will be the fact sheet for Autism.
Autism today affects many children and families in our nation. The causes are still unknown still
today but research is going nonstop to find the reasons behind the disability. The fact sheet will
provide the reader with characteristics, the five specific disorders under the Autism Spectrum
Disorder, prevalence, causes, and tips for success in dealing with Autism.

Fact Sheet about Autism

Characteristics of Autism are
Communication problems (for example, with the use or comprehension of language);
Difficulty relating to people, things, and events;
Playing with toys and objects in unusual ways;
Difficulty adjusting to changes in routine or to familiar surroundings; and
Repetitive body movements or behaviors.
Specific Disorders
There are five disorders classified under the umbrella category officially known as Pervasive
Developmental Disorders, or PDD. As shown below, these are:
autism;
Asperger syndrome;
Rett syndrome;
childhood disintegrative disorder; and
Pervasive Developmental Disorder Not Otherwise Specified (often referred to as PDDNOS).
How Common?
According to the National Institute of Mental Health (NIMH) and the Centers for Disease
Control and Prevention (CDC), some form of autism affects 2 6 of every 1,000 children, with
the most recent statistic being 1 in 110. ASDs are four times more common in boys than in girls,
although Rett Syndrome has only been diagnosed in girls.
Causes
The causes of autism and the other disorders on the spectrum are not known. Researchers are
currently studying such areas as neurological damage and chemical imbalances within the brain.
These disorders are not due, however, to psychological factors or, as has been widely reported in
the press, to childhood vaccines.
Tips for Success in Dealing with Autism
-provide a consistent schedule and routine
-keep yourself educated through resources from professionals and trainings
-be involved with your loved ones education and decisions

-give directions step by step

-get involved with local organizations which have support for others

Fact Sheet provided by: National Dissemination Center for Children with Disabilities. June 2010.

The organizations and services which are provided to those who have been diagnosed
with Autism range from local to national. The list that is provided below will be from the local,
state, national organizations and also the Council for Exceptional Children. There are many
organizations and services which range from a variety of characteristics to a variety of theories.
It is important to go to one that understands your need and that you agree with their ideas.
Having the knowledge about where to go for support whether the individual, parent, sibling,
grandma, teacher or physicians. It is extremely important for a person to have resources available
whether the person is the individual, parent, or teacher.
The local services in the Wayne County area are the Autism & Aspergers Support and
Play Center. This is located in an area which is within walking distant to many schools and a
large neighborhood which has students who are being serviced for Autism. The Hands in Autism
organization is for support of all individuals involved with Autism. They work will local people
to see what the most need is and bring training to their specific area. The national level is
involved with getting people to advocate for several topics dealing with Autism insurance,
research, materials, etc. The Council for Exceptional Children guides towards providing
resources and best practices for all disabilities. Members are anyone from parents, college
students to professionals with doctoral degrees.

Organizations and Services for Autism

Local- Autism & Aspergers Autism Support and Play Center
The local organization that is available in our area is on the south side of town. The Play Center
offers play groups, parent to parent programs, and one on one services. The center focuses on
sensory, gross motor, social skills, hygiene and grooming. The building has a large gymnasium
which is where the majority of the events are held.
State- Hands in Autism
Hands in Autism is a program which is located in Indianapolis, Indiana. This organization
provides trainings and resources for parents, teachers, physicians, business owners, as well as
first responders. Trainings are available online or throughout the state. The organization is
associated with Riley Hospital and the Indiana School of Medicine. There is practical pointers,
week long, 3 day long, hour long as well as webinar conferences and trainings. Their goal is to
bring support and information to small towns which gather around children in their community
who have been diagnosed with Autism.
National- Autism Speaks
Autism Speaks is an organization which provides resources at a national level. There are
supports for families, providers, and teachers which provide the newest research about Autism.
The organization is huge on advocating for those who have been diagnosed. Getting involved
could mean contacting local representatives for laws, putting together a team for one of the
walks, and supporting those who are affected by Autism.
Council for Exceptional Children
This resource provides members with up to minute research, ways for intervention, new
approaches to instruction, different research topics that are being investigated, guides to how to
approach those with Autism, as well as advocating for Autism in the government. Another great
piece to this website is that it recommends standards and policies for professionals. There are a
store which is linked to the website which professionals, families and other providers can get
materials for a certain discount if they are a member.

Evidence based practices are different techniques which providers who deal with
individual with Autism can use. These practices have been proven to help support an individual
emotionally, physically, academically, mentally and so on. Much research and time goes into
trying to make the techniques and ideas better for those who service individuals with Autism.
The ones listed below have been able to provide support socially, personally and academically.
The practices that are discussed below are visual supports, social narratives,
reinforcements, prompting and social management. All of these types of evidence based practices
will be seen in many special and general education classrooms today. Whether students with
disabilities are enrolled in the classroom or not, many of these types of practices are used for all
students but are especially narrowed to those who have disabilities. These practices discussed
can be changed from classroom to classroom and child to child. Every child is different which
means that every practice should be different.

Evidence Based Teaching Practices for Autism

Reinforcement- Reinforcements involved the students behavior and a consequence that follows
from the adult or other individual around. There are two types of reinforcements: positive and
negative. A positive reinforcement is the ability for the student to gain something whether it is a
sticker, token or verbal praise after a certain behavior or task. While a negative reinforcement is
the removal of an object or action which results after the behavior or task.
Visual Supports- Visual supports can be found in various ways whether it is written words,
picture schedules or organization systems. Visual supports allow a student who has been
diagnosed with Autism the ability to see what is going on and physically be able to move the
idea to another location in some instances. Many time students with Autism want to be able to
see visually what is happening next without having to always guess or hear from others what
should be done. The skills that can be acquired from visual supports would be independent
engagement, transitions, and social initiation.
Social Narratives- Social Narratives are stories which provide the individual with support which
they may struggle with. This could be meeting new friends, going to the doctor, walking down
the hallway, or dealing with emotions. These techniques can be made and used for many children
or changed for a certain case or situation.
Prompting- This technique goes along with lines with visual supports. Prompting can be done
verbally, using gestures, model, physically, or visually. It is important for students with Autism to
know what is going to happen next or for instance know exactly what is being asked of them. For
teachers, it is important to explain the directions or instruction in many different ways.
Prompting will help with allowing the student to gain a certain skill and learn to work
independently.
Self-Management-The self-management technique is crucial for those diagnosed with Autism.
Those diagnosed with Autism many times have difficulty with controlling their emotions and
behaviors. Being able to understand where their emotions are at during certain events or times of
the day is extremely important to recognize. Giving ideas and praises towards appropriate
behaviors and emotions throughout several settings will be a type of idea which would help with
self-management.
Information acquired from: National Professional Development Center on Autism Spectrum
Disorders, http://autismpdc.fpg.unc.edu/content/briefs

Assistive Technology for individuals with Autism is endless. The ideas and manipulative
that are available for increasing productivity in work and objectives come in a variety of styles
and prices. Through many grants and scholarships, individuals and teachers can gain the assistive
technology which is available. Many times the assistive technology can be made by individuals
who need it to be more personalized for the individual.
The assistive technology listed below is sensory manipulatives, electronic books, and
Velcro. The assistive technology just like the visual schedules may be different depending on the
situation and individual. The sensory manipulatives would be used for those who need a
stimulus. Whether this is gaining attention from yelling out, rocking or physically pinching
others or themselves having something to be able to hold and squeeze will help with these.
Electronic books are for those who need to be able to hear with headphones at a certain level or
area in the room. This may be for a reward or apart of centers. The Velcro can be used for daily
living skills. Such as for their shoes, visual schedules, or even can be used for a sensory item are
ways that Velcro could be used.

Assistive Technology for Autism

1. Sensory manipulatives- The sensory manipulatives can range from calming water bottles,
to play doh. The important piece to this is to make sure safety is being looked at when
creating and giving different supplies. There are certain types of play balls which have
different textures, certain things where individual can put on their desk to touch when
they get anxious, or a calming bottle which they can watch the blue water go back and
forth.
2. Electronic books- Electronic books can be used for students who may need to use
headphones throughout the day or be able to hear if their reading is low. Students can use
these during center time, reward time or what the teacher decides best fits.
3. Velcro- Velcro would be considered a daily living assistive technology. The Velcro can be
used in a variety of ways which would help for stimulation, practicing their shoes/shirts
or charts throughout the room.
Information acquired from: Autism Community
http://www.autism-community.com/education/assistive-technology/

The web sources which are listed below provide teachers, parents and students with
support on several different topics. Having resources available at any time for those dealing with
Autism will be extremely helpful and answer many questions along the way.
The resources for teachers are a great website because all of the items listed are available
to be printed. This allows the teachers to take less time on creating visuals and supports and more
time on instructional strategies. The teacher will have the main idea and will be able to add what
fits best for their situation. The parent resource which is provided is for personal care, special
dieting and webinars which discuss important topics. The topics are free for parents and allow
them to discuss among themselves about what tips and situations they are going through. The
student resource allows individuals to play games and listen to songs which deal with feelings,
academics, safety and so on.

Web Resources for Autism

Teachers- http://www.educateautism.com/free-materials-and-downloads.html
b. This website is great for teachers because everything that is provided is free and has the ability
to print. There are downloads available for data recording, colors, numbers, emotions, token
reward systems, schedules, visual performance, and motor skills. The website is very easy to use
and no account is needed to print anything off. Having downloads like this available for teachers
that are already produced saves time and creates valuable time for other needs.
c. Parents- http://www.autismweb.com/index.htm
d. For this web resources, the parents are provided with information about several important
pieces of Autism. There are sections for special dieting, recent medical news, webinars for
conferences and characteristics of Autism as well as the message boards. The message boards are
what I liked best about these resources because parents can gather from all over the nation to
reflect about their lives and give support/ideas to one another.
e. Students- http://www.do2learn.com/
f. This website is phenomenal for students. Topics that are available are social skills, behavior
management, picture cards, and academic skills. There are songs and games that are available
which involve mall, fire and school bus safety, feelings, math, synonyms, differences, and so on.
This can be used on an I pad, computer, Smart Board, or tablet. This could be an addition to a
lesson that is being taught during the school day.

The following disability which will be discussed is hearing loss or deafness. Listed below
are the signs, prevalence, types, and causes of hearing loss and deafness. Many programs are
available in school corporations for students who have been diagnosed with either disability.
There are several types and severities which are involved with this disability.

Fact Sheet about Hearing Loss or Deafness

Its helpful to know that, while the terms hearing impairment and hearing loss are often used
to describe a wide range of hearing losses, including deafness, IDEA actually defines the two
terms separately, as follows:
Hearing impairment is defined by IDEA as an impairment in hearing, whether permanent or
fluctuating, that adversely affects a childs educational performance.
Deafness is defined as a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing, with or without amplification.
Thus, deafness is viewed as a condition that prevents an individual from receiving sound in all or
most of its forms. In contrast, a child with a hearing loss can generally respond to auditory
stimuli, including speech.
Signs of a Hearing Loss or Deafness
Just as with Caroline, our first grader, there will be signs that a child may not be hearing
normally. Parents may notice that their child:

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. (CDC, 2012)
How Common is Hearing Loss?

Each year in the United States, more than 12,000 babies are born with a hearing loss; often, the
cause is unknown (Centers for Disease Control and Prevention, 2010). Profound deafness occurs
in 4-11 per 10,000 children; in at least 50% of these cases, the cause is genetic (American
Speech-Language-Hearing Association, n.d.). Through the Universal Newborn Hearing
Screening program, many states now mandate that all newborns be screened for hearing loss
within hours of birth (National Center for Hearing Assessment & Management, n.d.).
Types of Hearing Loss
Before we describe the types of hearing loss a person may have, its useful to know that sound is
measured by:

its loudness or intensity (measured in units called decibels, dB); and

its frequency or pitch (measured in units called hertz, Hz).

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.
Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the
pathways for sound to reach the inner ear). Conductive hearing losses usually affect all
frequencies of hearing evenly and do not result in severe losses. A person with a conductive
hearing loss 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. These hearing losses can range from mild to profound. They
often affect the persons ability to hear certain frequencies more than others. Thus, even with
amplification to increase the sound level, a person with a sensorineural hearing loss may
perceive distorted sounds, sometimes making the successful use of a hearing aid impossible.
A 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.
A 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.
Causes of Hearing Loss and Deafness
Hearing loss and deafness can be either:

acquired, meaning that the loss occurred after birth, due to illness or injury; or

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

The most common cause of acquired hearing loss is exposure to noise (Merck Manuals Online
Medical Library, 2012). Other causes can include:

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.

Congenital causes of hearing loss and deafness include:

a 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).

A childs 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 (American Speech-Language-Hearing Association, n.d.).
In all cases, early detection and treatment are very important to the childs development.

Information Acquired from: National Dissemination Center for Children with Disabilities. June
2010. http://www.parentcenterhub.org/repository/hearingloss/

The organization and services which are provided to those with the disability of hearing
loss or deafness are available locally, statewide and nationally. Also, information from the
Council for Exceptional Children has information available for parents, professionals and others
who provided some type of services. It is important once the individual or parent has found the
organization or service to look into the practices and ideas behind what their goal is. Making sure
you understand their goal for your individual is key to making it successful.

Organization and Services for Hearing Loss or Deafness

Local- Reid Hospital Health Care Services Pediatric Speech Pathology Department services
students through their speech and language. Students can knowledge of sounds, and formation of
their mouths to produce sound. Individuals also work on communicating through sign language
to decrease the amount of frustration that arises especially for younger students.

State- Indiana Association for the Deaf provides programs which give the individual several
types of information. Whether it is engaging in communication through the sign language
community or receiving the Indiana news twice a week. The D.E.A.F network provides
individuals with presentations which they are affected by. Business owners, government leaders
and so on have presented at this networking experience.

National- Hearing Loss Association of America is a service that gives resources for work place,
community, veterans, schools, and technology. Also available is an online community which
individuals comment about their experiences and situations. There are training and advocacy
opportunities as well for this organization.

Council for Exceptional Children

This resource provides members with up to minute research, ways for intervention, new
approaches to instruction, different research topics that are being investigated, and guides to how
to approach those with who have hearing loss or deafness, as well as advocating for them in the
government. Another great piece to this website is that it recommends standards and policies for
professionals. There is a store which is linked to the website which professionals, families and
other providers can get materials for a certain discount if they are a member.

The evidence based practices which are listed below are to benefit the individual in an
educational way. This provides teachers and service workers with ideas on how to appropriately
deliver information to individuals in their classroom who are affected by hearing loss or
deafness. Some ways may work for individuals while others the practices may not be successful.
It is important to stay up to date with the most recent and top evidence based practices for
individuals with disabilities.

Evidence Based Practices for Hearing Loss or Deafness

Visual Supports- Making sure to write everything down or having on the board for the individual
to see what is being communicated. This allow the individual to stay up with what the class is
doing and allows them to know what to expect.

Presenting or whole group instruction- Allow the individual to be seated where they can see the
presenter in order to read their lips. Using visual cues when talking about a certain thing in order
for the individual to follow along with what is being said is another type of evidence based
practice. This means turning off items in which create background noise while presenting.
Small Group Instruction- The individual would be best with instruction which creates a small
audience or less noise. This creates an atmosphere were less distraction would be caused and
focus may be more on the instruction being given.
Creating multi intelligence learning- Having lessons which allow the individual to use their
different types of learning styles. This will help with them being able to use more than one type
and have a diversity of ways to communicate and learn.
Create an environment- The environment which is created for all students is important. Allowing
the student with either hearing loss or deafness to have a buddy for different activities is another
idea. This allows both the typically developing student and the student with the disability to
communicate with one another in a one on one manner. The practice allows the teacher to take
time to help others while the listening buddy helps the student with completing work.

Assistive technology for hearing loss or deafness is created through many forms of
communication. The main goal of the assistive technology will be for communicating
with others and about assignments, the teacher or service worker has to be readily
available. When teaching and providing instruction, it is important for the individual to
be able to see the presenters lips and body language.

Assistive Technology
1. Personal Amplification- These are available for individual to place in their ear or
are available to be around their neck. This allows the noise that is being done
around them to be louder through a speaker which connects to their ear. Personal
amplifications are used for those who are hard of hearing.

2. Sign Language- Sign Language is probably the most common assistive

technology. Individuals many of times have interrupters who are able to discuss
what is being signed however it is important to know a few signs in case no one is
available to interrupt. Students may or may not have an interrupter assigned to
them during the school day. Sign Language will be the quickest and most
comfortable way for the individual to communicate.

3. Captioning- This technology allows the individual to read what is happening in the
visual presentations. Whether it is a video or short clip, the individual will be able to use
the words at the bottom of the screen to understand what is going on.

The web resources which are listed below include ideas for parents, teachers and
students. They include ways to communicate, advocate, instruct, and see the latest research.
Having resources available to individuals who are affected with hearing impaired or deafness
allows them be able to communicate better with their needs.

Web Resources for Hearing Impaired or Deafness

A. Teachers- https://www.naset.org/hearingimpairments2.0.html

B. The resource above allows teachers to find out the best way to accommodate
students with hearing impairments or deafness. Resources are also available to
transition services, technology, books and publications.
C. Parents- http://successforkidswithhearingloss.com/resources-for-parents-ofchildren-with-hearing-loss
D. The resource above for parents is categorized by age. This provides the parents a
developmental aspect of where or what their child should be experiencing at a
certain age. It also talks about consultations and social issues for their child.
E. Students- http://www.helpkidshear.org/forthekids/
F. The above resource is for students. The resource provides the student with games
that incorporate sound, deaf/sign games as well as social interactions. There is
also a section for hearing impaired and deaf children to communicate. (Depending
on age of child)

The third disability that is in the Disability Resource Notebook is learning disabilities.
Learning disabilities today affect many students in classrooms around the nation. There is a very

high percentage of students who have been diagnosed with this disability. It is our job as
supporters of them to allow them to learn in the best way possible for them.

Fact Sheet for Learning Disabilities

What are Learning Disabilities?

Learning disability is a general term that describes specific kinds of learning problems. A
learning disability can cause a person to have trouble learning and using certain skills. The skills
most often affected are: reading, writing, listening, speaking, reasoning, and doing math.
Learning disabilities is not the only term used to describe these difficulties. Others include:

dyslexiawhich refers to difficulties in reading;

dysgraphiawhich refers to difficulties in writing; and

dyscalculawhich refers to difficulties in math.

All of these are considered learning disabilities.

Learning disabilities (LD) vary from person to person. One person with LD may not have the
same kind of learning problems as another person with LD. Sara, in our example above, has
trouble with reading and writing. Another person with LD may have problems with
understanding math. Still another person may have trouble in both of these areas, as well as with
understanding what people are saying.
Researchers think that learning disabilities are caused by differences in how a persons brain
works and how it processes information. Children with learning disabilities are not dumb or
lazy. In fact, they usually have average or above average intelligence. Their brains just process
information differently.
There is no cure for learning disabilities. They are life-long. However, children with LD can be
high achievers and can be taught ways to get around the learning disability. With the right help,
children with LD can and do learn successfully.
How Common are Learning Disabilities?
Very common! As many as 1 out of every 5 people in the United States has a learning disability.
Almost 1 million children (ages 6 through 21) have some form of a learning disability and
receive special education in school. In fact, one-third of all children who receive special
education have a learning disability (Twenty-Ninth Annual Report to Congress, U.S. Department
of Education, 2010).
What Are the Signs of a Learning Disability?
While there is no one sign that a person has a learning disability, there are certain clues. Weve
listed a few below. Most relate to elementary school tasks, because learning disabilities tend to
be identified in elementary school. This is because school focuses on the very things that may be
difficult for the childreading, writing, math, listening, speaking, reasoning. A child probably
wont show all of these signs, or even most of them. However, if a child shows a number of these

problems, then parents and the teacher should consider the possibility that the child has a
learning disability.
When a child has a learning disability, he or she:

may have trouble learning the alphabet, rhyming words, or connecting letters to their
sounds;

may make many mistakes when reading aloud, and repeat and pause often;

may not understand what he or she reads;

may have real trouble with spelling;

may have very messy handwriting or hold a pencil awkwardly;

may struggle to express ideas in writing;

may learn language late and have a limited vocabulary;

may have trouble remembering the sounds that letters make or hearing slight differences
between words;

may have trouble understanding jokes, comic strips, and sarcasm;

may have trouble following directions;

may mispronounce words or use a wrong word that sounds similar;

may have trouble organizing what he or she wants to say or not be able to think of the
word he or she needs for writing or conversation;

If a child has unexpected problems learning to read, write, listen, speak, or do math, then
teachers and parents may want to investigate more. The same is true if the child is struggling
to do any one of these skills. The child may need to be evaluated to see if he or she has a learning
disability.

IDEAs Definition of Specific Learning Disability

Not surprisingly, the Individuals with Disabilities Education Act (IDEA) includes a definition of
specific learning disability as follows:

(10) Specific learning disability (i) General. Specific learning disability means a disorder in
one or more of the basic psychological processes involved in understanding or in using language,
spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read,
write, spell, or to do mathematical calculations, including conditions such as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(ii) Disorders not included. Specific learning disability 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.

Fact Sheet provided by: National Dissemination Center for Children with Disabilities. June 2010
The following is organizations that are available for families of individuals which have been
diagnosed with learning disabilities. The organization is available for resources, services,
advocacy and new research. Services are provided from local, statewide, nationally and from the
Council for Exceptional Children.

Organizations and Services

Local- Centerstone is a service where counseling and connections between the home and school
are made. There are counselors which provide support for all persons involved in the case work.
They also provide services for testing, medication, and family support.
State- Learning Disabilities Association of Indiana provides support educators, professionals,
adults and parents. Advocacy, asking questions, legislations, events and support are available on
the website.
National- National Center for Learning Disabilities provides resources for educators, young
adults, professionals, and parents. There are studies and reports that are also available for
reviewing. Statistics are also available for review.
Council for Exceptional Children
This resource provides members with up to minute research, ways for intervention, new
approaches to instruction, different research topics that are being investigated, guides to how to
approach those with learning disabilities, as well as advocating in the government. Another great
piece to this website is that it recommends standards and policies for professionals. There is a
store which is linked to the website which professionals, families and other providers can get
materials for a certain discount if they are a member.

Evidence based teaching practices are extremely important for students. Students with
learning disabilities can have several difficulties in different areas or it could just be in one area.
For this type of disability, being able to deliver instruction in many different ways will help for
the student to comprehend and take in the information. Many times students with learning
disabilities fall behind because of they do not understand material being delivered.

Evidence Based Teaching Practices for Learning Disabilities

1. Start the lesson with reviewing the lesson the previous day- Making sure that the student
is able to connect the previous lesson with the future will help the student become less
overwhelmed with learning the new materials. Taking small steps to introduce the next
lesson from the last will also help with mastering the already taught materials.
2. Asking questions- Providing time for questions as well as encouraging questions will
help those students who are struggling clear their questions that they may have. It is
extremely important to allow the students time for questions in order to feel comfortable
with the material.
3. Provide models- Allowing students to see the instruction in many different types of styles
will help them master the information. It is important for them to not just hear the
information in one way. Graphs, pictures, and other visuals will help.
4. Students explain what they learned- having a review session of the days lesson will
allow the student to explain back to the teacher and other students what was learned. This
can be by calling on random students to answer about how they learned the material and
so on.
5. Give strategies- Giving strategies for solving problems and solutions will help the student
not feel so overwhelmed when trying to find the correct answer or solution.

Assistive technology is important for learning disabilities because of the guidance that
they can help with. Whether it is taking half of a folder and covering up future problems or
reading the questions out loud, this will help with completion of tasks. There are many types of
assistive technology, it is important for the teacher to adapt the technology to what fits the
individual student best.

Assistive Technology for Learning Disabilities

1. Graphic organizer- A graphic organize allows the students to be able to map out what
needs to be done. Majority of the time this will be used for writing but can be used for
other subjects as well. Students are able to organize what is being asked as well as
information that was given to them.
2. Audio players- This allows the student who struggles with reading to focus on the parts
of the story instead of what is being said. Comprehension, main idea, characters, cause
and effect could all be captured this way.
3. Calculators-Students who struggle with the steps of math can use a calculator. A
calculator provides both by typing in the number or saying the number into the calculator.
This insures that the students are not worried so much about the basic math but the
process which gets him to the answer.

The web sources listed below are for students, teachers and parents. They provide both
information for ways to instruct and deal with different aspect of learning disabilities and the
student with relearning new concepts. Resources below are for free and are easy to access.

Web Sources for Learning Disabilities

a. Teachers- http://ldaamerica.org/educators/
b. This resources breaks the disabilities down by their name and provides resources for each
disability. It gives strategies of teaching the several types of learning disabilities.
c. Parents- http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-anddisorders.htm
d. This resources provides the parents with outcomes, ideas and help for dealing with a
child with a learning disability. It gives help for reading, math and writing as well as
strategies to help with their work.
e. Students- http://www.checkthemap.org/links/fun_sites/
f. The website above provides several types of games which focus on areas of math, social
studies, music and reading. There are several subjects which link to another others as
well.

Fact Sheet provided by: National Dissemination Center for Children with Disabilities. June 2010

The last disability is emotional disturbance disability. The fact sheet will provide the
characteristics, prevalence, definition as well as the types of emotional disturbances that are
being diagnosed.

We refer to mental disorders using different umbrella terms such as emotional

disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is
actually a wide range of specific conditions that differ from one another in their characteristics
and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

You may be reading this fact sheet with one of these specific disorders in mind, or you may be
looking for information about emotional disturbances in general. In either case, keep reading to
find out what different emotional disturbances have in common, how they are defined in federal
law, and where to find more detailed information on specific disorders.
Weve chosen to use the term emotional disturbance in this fact sheet because that is the term
used in the nations special education law, the Individuals with Disabilities Education Act
(IDEA).
IDEA defines emotional disturbance as follows:
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 childs 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. (2)
As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to
children who are socially maladjusted, unless it is determined that they have an emotional
disturbance.
Some of the characteristics and behaviors seen in children who have an emotional disturbance
include:

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.
Causes

No one knows the actual cause or causes of emotional disturbance, although several factors
heredity, brain disorder, diet, stress, and family functioninghave been suggested and
vigorously researched. A great deal of research goes on every day, but to date, researchers have
not found that any of these factors are the direct cause of behavioral or emotional problems.
According to NAMI, mental illnesses can affect persons of any age, race, religion, or income.
Further:

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing.
Mental illnesses are treatable. Most people diagnosed with a serious mental illness can
experience relief from their symptoms by actively participating in an individual treatment plan.
Frequency

According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million
children (14.5%) aged 417 years have parents whove talked with a health care provider or
school staff about the childs emotional or behavioral difficulties. Nearly 2.9 million children
have been prescribed medication for these difficulties.
Fact Sheet provided by: National Dissemination Center for Children with Disabilities. June 2010.

Organizations and Services

Local- Centerstone is an organization which focuses on intervention. The counselor works with
school personnel, the student as well as the parents to find the best practices for the students.
They are able to request testing, medication and other services which may need to be provided to
the student.
State- Aspire Indiana is an organization which has a large variety of services. The youth services
which they provide are for families as well as the youths needs. They focus on getting the family
to become a team.
National- Mental Health Association provides resources for several areas including family
support, life skills, self-help, wellness as well as groups and training. There are several categories
that they cover from developmental disabilities to anger management.

The evidence based practices which are listed below are ones which help with the
management of a student with an emotional disability. In a case as this disability, it is important
to always be prepared and to make sure to clearly direct the student in the best manner.

Evidence Based Practices for Emotional Disabilities

1. Reinforcement- having a token system or a choice board will encourage the student to
make the right decision when dealing with an emotion or behavior. The student should
always be able to know where he or she is on the behavior management tool in order to
clearly understand what is expected of them.
2. If necessarily, give the student extended time or work reduction in order to decrease the
frustration which may arise. Allowing the student to be able to get work done and know
exactly what the instructions are will decrease behaviors.
3. Social skills- provide the student with the correct way to handle emotions and behaviors.
When the teacher gets frustrated with something, show the correct way of handling the
situation. Allowing them to express their emotions through visuals or gestures would be
appropriate.
4. Consistency with the schedule and directions throughout the classroom- Making
complete sure that the student knows what is right and wrong from the classroom rules.
The student should be able to understand the rules and remind the teacher of them.

5. Communicate clearly- Making direct communication to the student when they are
frustrated or starting to get frustrated will help with how the student should react to the
problem.

The assistive technology that is provided for students with emotional disturbances range from
varies manipulatives to cushions on chairs. The assistive technology is to provide the student
with help when receiving appropriate educational accommodations.

Assistive Technology for Emotional Disturbances

1. Point Sheet- Allows the student to see where he or she is for getting the choice board or
token for appropriate behavior. This can be tweaked student to student and could be
adaptive for certain numbers of points, etc.
2. Ipod- Student can listen to calming music while completing work or after calming down
from a behavior. This would be provided by the teacher and would have to have rules set
for the student to understand it is not appropriate all the time.
3. Wii- This can be reinforcement when so many points have been added to the sheet. The
Wii can help with getting energy out which may cause the negative behaviors.

The web resources below are for parents, teachers and students. These resources provide games,
strategies, and management techniques on dealing with students who have been diagnosed with
an emotional disability.

Web Sources for Emotional Disabilities

a. Teachershttp://www.do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance
_Strategies.html
b. The above website has a few pages filled with different strategies to use and remember
when having a child with an emotional disability in the classroom. The ideas are practical
and can be changed in various different ways.
c. Parents- https://www.understood.org/en/friends-feelings/common-challenges
d. This resources is great because it gives strategies for parents on feelings and friendships
for their child. It provides social cues, making friends, following rules, etc. This would be
great for discussing with their child.
e. Student- http://www.do2learn.com/
f. This website is great for emotions, feelings and appropriate behaviors. It provides the
students with games, and picture cards.