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Arnulfo Dauto
Professor Shkorupa
EDU 202

Objective: To show the different categories of disabilities you could encounter while in the
classroom. We will also cover what Individuals with Disabilities Education Act (IDEA) is, and
how it has help change the way that the public school system is run.

Materials/Equipment: Handout sheets on different types of disabilities.

Videos:

Instruction:
Start with video:
State objective: To show the different categories of disabilities you could encounter while
in the classroom. We will also cover what Individuals with Disabilities Education Act
(IDEA) is, and how it has help change the way that the public school system is run.

PowerPoint Presentation
Slide 1 - Autism
Slide 2 - Deafness
Slide 3 - Physical development
Slide 4 - Traumatic Brain Injury
Slide 5 - Social / Emotional Development
Slide 6 - Multiple Disabilities

Closure: What are the benefits of being aware of the students disabilities? What are some
other ways to help these students we havent covered? Do you think these videos clips portray
students with needs correctly?
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Outline for Lesson Plan:

Slide 1
Introduction

Slide 2
Autism - is a developmental disability significantly affecting verbal and nonverbal communication
and social interaction, generally evident before age three, that adversely affects a childs
educational performance. Other characteristics often associated with autism are engaging in
repetitive activities and stereotyped movements, resistance to environmental change or change
in daily routines, and unusual responses to sensory experiences. The term autism does not
apply if the childs educational performance is adversely affected primarily because the child
has an emotional disturbance. A child who shows the characteristics of autism after age 3 could
be diagnosed as having autism if the criteria above are satisfied.

Common Traits:
Unusual fixation (for instance, only playing with round toys)
Inability to focus without first completing a routine
Disruptive behavior when ordinary schedule is interrupted
Unusual communication habits (from not talking at all to repeating certain phrases)
Difficulty understanding social interactions

Educational Challenges:
Trouble following directions
Hampered ability to communicate
Disinterest
Disruptive behavioral problems

Tips for Teachers:

giving directions one step at a time, utilizing various cues to reiterate instructions. For example,
give directions on how to fold a piece of paper by verbalizing the steps while demonstrating how
to do so; do each step individually, followed by the student imitating each step; do not integrate
all the steps until each is mastered.

Assistive technology can reduce communication issues. Teachers, to combat disinterest, learn
what intrigues your student so that you can grab his or her attention. For instance, if a student is
heavily fixated on airplanes but uninterested in math, write word problems that incorporate
situations relating to airplanes.

Teachers, getting to know a student can help you avoid disruptive behavior. Find out what
calms your student and what riles up him or her. Parents you can assist here by providing such
knowledge to your kids teachers.
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Slide 3
Deafness is an inability to comprehend verbal language due to an inability to hear
characterizes deafness. The official definition of deafness from the Individuals with Disabilities
Education Act (IDEA) is a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing, with or without amplification. The phrase
with or without amplification is significant as it indicates that a hearing aid will not provide
sufficient accommodation so that the student can succeed in the classroom.

Educational Challenges:
Learning by lectures
Participating in classroom discussions
Giving oral presentations
Taking oral exams
Note taking
Watching educational films

Tips for Teachers

A sign language interpreter can also be of assistance during classroom discussions. The
same goes with lip reading, although that may prove more difficult depending on the proximity
of the classmate speaking. Text-to-speech assistive technology offers a deaf student the
ability to share comments with the class if he or she does not use a sign language interpreter.

The same text-to-speech assistive technology can enable a student to give oral presentations
and take oral exams.

Slide 4
Physical / Orthopedic Impairment means a severe orthopedic impairment that adversely affects
a childs educational performance. The term includes impairments caused by a congenital
anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and
impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that
cause contractures).

Educational Challenges:
Non-accessible transportation
Trouble maneuvering around the classroom
Difficulty navigating school hallways
Earning mandated physical education credit
Communicating effectively

Tips for Teachers

Teachers, you will want to keep in mind mobility devices (such as wheelchairs, walkers,
crutches and canes) when arranging classroom furniture and assigning seats. For example,
placing a student who uses a walker close to your rooms entrance is usually more practical
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than placing him or her in the middle of the classroom. Individualized education program
(IEP) can indicate that a students schedule should be arranged to eliminate excessive walking
back and forth. In addition, students can be granted access to the schools elevator to allow
them to travel safely between floors.

Slide 4
Traumatic Brain Injury is an acquired injury to the brain caused by an external physical force,
resulting in total or partial functional disability or psychosocial impairment, or both, that
adversely affects a child's educational performance. The term applies to open or closed head
injuries resulting in impairments in one or more areas, such as cognition; language; memory;
attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and
motor abilities; psychosocial behavior; physical functions; information processing; and speech.
The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries
induced by birth trauma.

Common Traits:
Memory difficulties, both short-term and long-term
Problems concentrating
Trouble maneuvering, maybe even paralysis
Struggles with relating to peers

Educational Challenges:
Difficulty taking tests and exams
Problems with following complex directions
Difficulty learning new skills

Tips for Teachers

Giving students with TBIs extra time to complete tests, as well as breaking down complex
directions into smaller steps, providing directions in writing and teaching a student to use a
day planner. Using a day planner to keep track of assignments and schedules can help the
student stay organized and avoid confusion.

Perhaps the most important tip for teachers and parents to consider is to take the time to get to
know each child as an individual. Parents, TBI assessment offers an ideal opportunity for such a
process. Before your son or daughter returns to the classroom after a traumatic brain injury he
or she should go through an evaluation process to create an individualized education plan (IEP)
and identify which special education services might prove beneficial.
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Slide 5
Social/Emotional Disabilities 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 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. The term includes schizophrenia. The term does not apply to children who are
socially maladjusted, unless it is determined that they
have an emotional disturbance.

Common Traits:
Six most common types of emotional disturbances: anxiety disorders, bipolar disorder,
conduct disorders, eating disorders, obsessive-compulsive disorder (OCD) and
psychotic disorders; however, they note that this list isnt all-inclusive.

Educational Challenges
Given the behavioral issues related to the disability category at hand, educating students
diagnosed with emotional disturbances can prove challenging. The challenge often stems from
potential classroom disruptions; for instance, imagine the trouble created when a student
begins crying uncontrollably or starts throwing a wild temper tantrum, panic attack.

Tips for Teachers

Avoiding disruptive behavior may entail behavior modification. Behavior modification can
involve strategies such as positive reinforcement and incentives to help students learn
behaviors that are less disruptive and more socially acceptable.

One final tip is likely to benefit both parents and teachers. Collaborate with other professionals
who work with your child or student (psychotherapist, behavioral therapist, etc.) to determine
specific ways to effectively educate the individual.

Closure:
What are the benefits to the teacher of being aware of the students disabilities? To the
students? What are some other ways, that we havent covered, that we can help these
students? What are some common traits? Educational Challenges? Tips?