range in severity and may interfere with the progress and use of one or more of the following: Oral...
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Transcript of range in severity and may interfere with the progress and use of one or more of the following: Oral...
range in severity and may interfere with the progress and use of one or more of the following:• Oral language (listening, speaking,
understanding)
• Reading (word recognition, comprehension)
• Written language (spelling and writing)
• Mathematics (computation, problem solving)
Dyslexia• condition that makes it extremely difficult to
read, write, and spell in your native language—despite at least average intelligence
see some letters as backwards or upside down
see text appearing to jump around on a page not able to tell the difference between
letters that look similar in shape such as o and e and c
not able to tell the difference between letters that have similar shape but different orientation, such as b & p and d & q
letters might look out of order letters and words look all bunched together
Adapted or modified curriculum and materials alternate evaluation strategies
use of equipment, including computer and audiovisual technology
social skills training & self advocacy
learning strategies instruction
students whose behaviors reflect dysfunctional interactions • between the student and one or more
elements of the environment, including the classroom, school, family, peers and community
Vary in their severity and effect on learning & interpersonal relations
Aggression (of a physical, emotional or sexual nature) and/or hyperactivity
Anger or isolation
social problems such as substance abuse, child abuse or neglect.
ADD, ADHD, OCD, tourette syndrome
plans for transitions
behavioral and learning strengths and needs
adapted or modified curriculum
resources (staff, parents, community)
interventions
timeline for evaluation
alone time
opportunities to participate to the greatest extent
Adaptations to facilities and equipment
access to school areas
covers a range of difficulties with vision and includes the following categories
• blind, legally blind, partially sighted, low vision, and visually impaired
mobility skills
specialized skills in reading (Braille, taped books, enhanced print)
access to technology (Braille 'n Speak, tape recorders, computers)
note-taking strategies
modified or adapted curriculum
Medically diagnosed hearing loss that results in a substantial educational difficulty.
A student who is deaf or hard of hearing has an audiological assessment• affirms a bilateral hearing loss, a unilateral loss
with significant speech/language delay, or a cochlear implant.
language and speech development resource room staffed by a teacher of the deaf
and hard of hearing
sign language
access to the appropriate equipment (board or overhead)