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Development and Characteristics of Learners Overview of Disabilities

Development and Characteristics of Learners Overview of Disabilities. PaTTAN Paraeducator Training. Email Your Questions to:. Para@pattan.net. Technical Difficulties:. Call the V Span Trouble Number: 800-628-0833.

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Development and Characteristics of Learners Overview of Disabilities

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  1. Development and Characteristics of LearnersOverview of Disabilities PaTTAN Paraeducator Training

  2. Email Your Questions to: • Para@pattan.net

  3. Technical Difficulties: • Call the V Span Trouble Number: 800-628-0833

  4. Paraeducator Development Plan Menu(to be used in conjunction with Paraeducator’s Personal Development Plan) Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the Paraeducator Personal Development Plan.

  5. Paraeducator Development Plan

  6. Local Policy Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

  7. Agenda • Characteristics of student development • Identify thirteen (13) disability categories as listed in IDEA • Characteristics of the disability • Issues related to the disability • Discuss Paraeducator’s role in supporting students with disabilities

  8. Learner Outcomes • Participants will be able to: • Recognize importance of student development • Identify thirteen disability categories • List characteristics of the disability • Discuss issues related to the disability • Describe the paraeducator’s role in supporting students with disabilities

  9. Student Support Activity • Look at handout #1 • Describe this student • Physical development • Social/emotional skills including behavior • Cognitive and communication abilities • Daily living skills

  10. Developmental Expectations • Children learn naturally • All students grow at their own developmental pace. Some students can experience delays in their development

  11. To teach effectively, • educators must always keep in mind the dynamics and needs of the group of students as well as the individual characteristics and needs of each student in the group…

  12. How Children Develop and Learn • Adults must know what students are like developmentally as well as what makes each student unique.

  13. How Children Develop and Learn • Child development is the accepted body of knowledge about how students grow and learn.

  14. How Children Develop and Learn • There are five areas of development that, together, give us a picture of the whole student: physical,social/emotional, self help, cognitive, and speech and language.

  15. The Five Primary Developmental Areas • Physical development – • the ability to move, see, and hear • Language and speech development - • the ability to talk, express needs • Social and emotional development – • the ability to relate to others

  16. The Five Primary Developmental Areas • Self help • (or adaptive development) • -the ability to eat, dress, and take care of themselves • Cognitive development • -the ability to think and learn

  17. How Children Develop and Learn These developmental areas are interrelated – development in one area affects other areas.

  18. How Children Develop and Learn • Understanding the stages of development gives adults knowledge of what students will be like, how they may react to and use the materials adults select, and how they will relate to others.

  19. How Children Develop and Learn • All students bring to school a set of unique characteristics and experiences that affect how they respond to school experiences, relate to others, and learn.

  20. How Children Develop and Learn • Effective teachers and other adults get to know each student in order to individualize teaching and learning

  21. Students with Special Needs • Ultimately the goal for students with disabilities is the same as for students without disabilities: to access the curriculum and maximize their potential. This is what meeting individual needs is all about !

  22. Child development affects the disability The disability affects student development Child Development and Disabilities

  23. Student Support Activity • Look at handout #1 • Describe the skills and abilities of the student.

  24. Introduction to Disability Categories • Need to identify the disability: • For eligibility • To better match related services to student needs • Match individual development levels with appropriate support

  25. Thirteen disability categories as listed in IDEA • Autism • Deaf-blindness • Deafness • Hearing impairment • Emotional disturbance • Mental retardation • Multiple disabilities

  26. Thirteen disability categories as listed in IDEA • Orthopedic impairment • Other health impairment • Specific learning disability • Speech/language impairment • Traumatic brain injury • Visual impairment

  27. Disability Categories: Autism • Autism is a developmental disorder significantly affecting verbal and nonverbal communication. Students with this disability have difficulties with communication, behavior, and social skills.

  28. Characteristics of Autism • Unusual responses to sounds • Difficulties in understanding speech • Difficulties when talking • Poor pronunciation and voice control • Problems understanding things that are seen • Problems in understanding gestures • The senses of touch, taste, and smell

  29. Characteristics of Autism • Clumsiness in skilled movements • Aloofness and social withdrawal • Resistance to change • Socially embarrassing behavior • Special fears • Inability to play • Special skills

  30. Disability Categories: Autism • What might you do? • provide structure in routine and classroom environment • prepare students for changes in routine • use very concrete language • make language visual • observe activities and choices

  31. Disability Categories: Deaf-Blindness • Deaf-blindness is the combination of a visual impairment and a hearing loss. • Educational approaches to address one of these problems may not be the best way to help a student learn.

  32. Characteristics of Deaf-Blindness • Visual impairment + hearing loss • Access to information is limited by sensory abilities • Additional time, direct experience, and repetition to receive, process, and respond to interaction and information needed

  33. Characteristics of Deaf-Blindness • Teaching through touch helps students with extensive sensory loss • Hand-under-hand is an essential instructional strategy

  34. Disability Categories: Deaf-Blindness • What might you do? • Maximize the use of vision and hearing • Learn successful procedures for “greeting” each student • Help students orient themselves to classroom, bathroom, cafeteria, etc.

  35. Disability Categories: Deafness • Deafness is a hearing loss so severe that the student cannot get information through the sense of hearing, even with the use of amplification.

  36. Characteristics of Deafness • May exhibit unintelligible or no speech • Possible speech and/or language delays • Usually use hearing aids • May use assistive listening devices • May use sign language

  37. Disability Categories: Deafness • What might you do? • Help the student learn to operate their listening device • Meet with interpreter to share homework, vocabulary

  38. Disability Categories: Deafness • What might you do? • Look at environment for best seating • Work with others to follow good communication behavior • Facilitate student learning

  39. Disability Categories:Hearing Impairment • Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance. It is not as severe as deafness.

  40. Characteristics of Hearing Impairment • May exhibit unintelligible or no speech • Possible speech and/or language delays • Usually use hearing aids • May use assistive listening devices • May use sign language

  41. Disability Categories:Hearing Impairment • What might you do? • Optimize learning environment • Organize their instructional materials • Communicate clearly • Promote self-advocacy

  42. Activity • Look at Handout #3 • Consider the disabilities that we have just discussed: autism, deaf-blind, deafness, and hearing impairment. • Answer the three questions on the handout relating to these disability categories.

  43. Disability Categories: Emotional Disturbance • A condition exhibiting one or more of the following characteristics which occur over a period of time, and to a marked degree, which affect a child’s ability to learn: • inability to learn which cannot be explained by intellectual, sensory or health factors

  44. Disability Categories: Emotional Disturbance • inability to build or maintain satisfactory interpersonal relationships with peers and teachers • inappropriate types of behavior or feelings under normal circumstances

  45. Disability Categories: Emotional Disturbance • a general pervasive mood of unhappiness or depression • a tendency to develop physical symptoms or fears associated with personal or school problems

  46. Characteristics of Emotional Disturbance Hyperactivity (short attention span, impulsiveness) Aggression/self-injurious behavior (acting out, fighting) Withdrawal (failure to initiate; retreat)

  47. Characteristics of Emotional Disturbance Immaturity (inappropriate crying, temper tantrums, poor coping skills) Learning difficulties (academically performing below grade level)

  48. Characteristics of Emotional Disturbance • Students with the most serious emotional disturbances may exhibit: • distorted thinking • excessive anxiety, • bizarre motor acts • abnormal mood swings • Some are identified as students who have a severe psychosis or schizophrenia.

  49. Disability Categories: Emotional Disturbance • What might you do? • Keep rules short • Check for understanding • Provide verbal cues to students to remind them to prepare for changing classes or going home • Give written cues such as schedules or To Do lists • Remain patient

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