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Disability Project
A resource portfolio for special needs

Kaci Parker
12.01.2019
EDUC 415
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AUTISM SPECTRUM DISORDER

Introduction………………………………………………………………. 4

Evidence Based Interventions..……………………………………….. 7

Resources ….……………………………………………………………… 10

Accommodations ……………………………………………………….. 12

Conclusion …..…………………………………………………………… 13

Specific Learning Disabilities

Introduction……………………………………………………………….14

Evidence Based Interventions..………………………………………..15

Resources ….……………………………………………………………… 19

Accommodations ……………………………………………………….. 22

Conclusion …..…………………………………………………………… 23

Emotional Impairments
Introduction………………………………………………………………. 25
Evidence Based Interventions..……………………………………….. 27

Resources ….……………………………………………………………… 31

Accommodations ……………………………………………………….. 35

Conclusion …..…………………………………………………………… 36

Speech and Language Impairments

Introduction……………………………………………………………….38
Evidence Based Interventions..……………………………………….. 39
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Resources ….……………………………………………………………… 42

Accommodations ……………………………………………………….. 46

Conclusion …..…………………………………………………………… 48

Attention Deficit Hyperactivity Disorder

Introduction………………………………………………………………. 49
Evidence Based Interventions..……………………………………….. 51

Resources ….……………………………………………………………… 55

Accommodations ……………………………………………………….. 58

Conclusion …..…………………………………………………………… 60

Traumatic Brain Injury

Introduction………………………………………………………………. 61
Evidence Based Interventions..……………………………………….. 63

Resources ….……………………………………………………………… 66

Accommodations ……………………………………………………….. 68

Conclusion …..…………………………………………………………… 69

AUTISM SPECTRUM DISORDER

INTRODUCTION
I chose this disability because I am very interested to see how to accomodate for these students and help
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them to my best ability. Autism comes in multiple forms and multiple measures. Below will be lots of
information that will be useful for anyone needing assistance on Autism.

DEFINITION
Autism spectrum disorder (ASD) is a developmental disorder that affects
communication and behavior. Although autism can be diagnosed at any age, it is
said to be a “developmental disorder” because symptoms generally appear in the
first two years of life.

([Link]
asd/[Link])

Causes
There are no known causes of Autism but there are factors that may impact the chance of it.

1. Genetics
a. Having a family member with ASD
b. Born to older parents
2. Low birth weight
3. Environment
a. Heavy metals exposure
b. Toxins

[Link]

Statistics
➢ “Nationally, 1 in 59 children had a diagnosis of autism spectrum disorder.”
○ [Link]
prevalence-15-percent-1-59-children
➢ “ASD is about 4 times more common among boys than among girls.”
○ [Link]
➢ “ASD is reported to occur in all racial, ethnic, and socioeconomic groups.”
○ [Link]
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Prevalence
Posted below is an image showing that for every so many people, one person is diagnosed with ASD. This
image goes back to the year 1970.

We are able to notice that since 1970, there has been a large increase in the amount of cases. People are
wondering why the increase has been so dramatic and the answer has to do with getting better at
diagnosing rather than specific causes.

([Link]

Impact on General Education

Ideas for teachers to teach students with Autism in their classroom.

1. Use Visuals: The best way to help a student stay on task is to give them a visual that shows “if”
you do your math, “then” you will get computer time. Showing the students pictures of what they
can do to earn time doing something they enjoy can help your day go smoothly.
2. Make sure your day is structured. Have a plan at all times for the student(s) to see. It is important
for these students to have a written schedule for them with visuals near.
3. Tell a social story. Students with ASD can become angry when something may not go as they
may want it too. The example on this would be if a child wants to go on the computer and
someone else is, they may want to hit the child. The best thing is to teach the student to talk out
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their feelings and tell the student how they are feeling rather than using aggression.
4. Go beyond the “teacher” look. Students with ASD cannot read emotions on a person's face.
Rather than giving a student a “look” give them direction with communication.
5. Keep it Simple. Do your best to keep oral instructions short and simple and to the point.
6. Integrate Sensory activities. Give students a sensory break every few hours. Turn the lights down,
or let the student go if they have a break spot.
7. Take a break. Students should have a safe spot in the classroom that they can feel comfortable to
go to if they need a break. This should not be a place for punishment.
8. Consider the parents the experts. Ask the parents for help on their child.
9. Create a culture of understanding. Let your students know about autism and have that open
communication about it.
10. Treat them as children first. Treat these students just like you would treat the rest of your
students.

Referred to this website: [Link]

autism-spectrum-disorder/

Scientifically/Evidence based Interventions

Speech therapy

Summary: This therapy helps students that struggle with language, speech and
communication. This intervention can help improve students with autism who have
nonverbal, verbal or communication difficulties. This can help teach the students to
strengthen their facial muscles and help them say clear sounds/words.

Research to support: The research is there, but people in the profession feel that they are
doing a better job than the research shows.

Cost and time: Typically covered as it is in the student's IEP. The student is taken out of
class for 20-30 min depending on their instructions

Feasible in a general ed class? Students will be pulled out of the classroom to receive the
care they need.

Who is the interventionist? Speech-language pathologist

Can it be used for all students? Yes, all students can use this service if required.

How will it support inclusion in the general ed class? This will allow students to become
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more engaged in their conversations with their peers.

Occupation Therapy

Summary: For students with Autism, OT helps students with learning

strategies and any sensory issues.

Research to support: “The vast majority (88% in the case of occupational therapy; 89% in
the case of sensory integration therapy) reports definite improvement in their child's skills”

Cost and time: No cost and students are pulled out for half an hour to one hour sessions.

Feasible in a general ed class? This typically happens at home or at a special room in the
school. Not in the classroom.

Who is the interventionist? The parents, teachers and therapists

Can it be used for all students? Yes

How will it support inclusion in the general ed class? It can help students with those fine
motor and sensory issues.

Verbal Behavior Therapy

Summary: The purpose of this is to help students connect words to their meanings. It
helps austistic students with their communication and language.

Research to support: A report was done in 2006 that concluded that this intervention
helps students have a good level of spoken language.

Cost and time: Little to no cost, can be anywhere from 1-3 hours a week.

Feasible in a general ed class? The student is not in the classroom during this time. They
are pulled out or the service is given at home or a facility

Who is the interventionist? Psychologist, Behavior specialist (BCBA), Special education

teacher, Speech and language pathologist

Can it be used for all students? Yes this can be used for all students who need it.

How will it support inclusion in the general ed class? This will help the student to
transition better through the day and help them to use their words rather than aggression.

Pivotal Response Therapy

Summary: This is a play based intervention that is directed by the student. The hope for
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this is that the student will bring on communication to increase their social skills. This
will also help their self behaviors.

Research to support: This has been researched and is shown to be one of the best studies
for behavioral treatment for students with autism.

Cost and time: May not always be covered by insurance and can take lots of time.
feasible for the classroom.

Who is the interventionist? Psychologists,

Feasible in a general ed class? This is not Special education teachers, Speech therapists

Can it be used for all students? Can be used for all students but mainly autism students.

How will it support inclusion in the general ed class? This intervention will help increase
students' social skills and learning. This can be very much supported in the classroom.

Relationship Development Therapy

Summary: This intervention helps to build emotional and social skills. This will be able
to help parents support their child by being trained on this.

Research to support: As of right now, there is no research to support this finding.

Cost and time: No cost at all as the parent is the helper and takes as much time as parents
put in.

Feasible in a general ed class? There is no feasible way for this to be used in a general ed
class.

Who is the interventionist? Parents and caregivers

Can it be used for all students? No this specifically us for autistic students.

How will it support inclusion in the general ed class? This can help the students to grow
in their classrooms and become a strong independent classmate.

Resources Related to Interventions

[Link]

[Link]

[Link]
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[Link]

[Link]

[Link]

10 REFERENCES
1. [Link]
a. Rating: 6
i. Summary: This website does a great job at giving important information and
events. The only reason I rated it at a 6 was because it seems that everything on
the home page is outdated. The newest link on the home page is from June 2019.
I do not like that they don’t update this monthly.
2. [Link]
a. Rating: 10!
i. Summary: This website gives a parent or teacher good insight for the student. It
gives advice for parents/caregivers and for therapists. This is very interesting and
very up-to-date.
3. [Link]
a. Rating: 7/8
i. Summary: This site does a great job for parents who may believe their child has
autism. This is a good direction for them to start. It gives the symptoms that
people should look for. The research of genetics from it. And what to do if your
child is suspected to have it.
4. [Link]
a. Rating: 9
i. Summary: This website is great. It says it’s for New Jersey but it gives great
references for parents to look. There’s links to find a referral, look for age related
symptoms and training classes. It is very informational.
5. [Link]
a. Rating: 10
i. Summary: I really enjoyed clicking through this website as it is a very
informational site. This site can help guide parents up to caregivers. They support
ages birth to adolescents. You can click on a specific age range and get a whole
list of information.
6. [Link]
a. Rating: 10
i. Summary: This website is very informational also. It has limited tabs on the main
screen but when you put you mouse over the tab, much more comes up to click
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on. I really like that they have a tab for spanish speakers.
7. [Link]
a. Rating: 8
i. Summary: I really like this website because it states the problems in our world
with diababilies. This site feels like it brings in positive outlooks on life and
gives hope for our future with helping all students and adults with disabilities
8. [Link]
a. Rating: 9
i. Summary: I recommend this website to anyone who has a little child who is
autistic. This website helps those families that struggle to potty train their
children. When it comes to a child with special needs, potty training may be
harder to do with them than it is with another child. It is important to seek out the
extra support.
9. [Link]
a. Rating: 9
i. Summary: This is an article that is 8 pages and it helps to those new families that
are new to autism. It is a quick short guide to help them transition and help their
students the best they can.
10. [Link]
a. Rating: 4
i. Summary: This is another website that has a lot of good information but it is all
outdated. I love to see tips and tricks to help your student but when it is over a
year old, it really isn’t relevant anymore unless it’s research. I just feel that all
websites need to stay updated.

Additional Resources
1. A Parent's Guide to High-Functioning Autism Spectrum Disorder, Second Edition: How to Meet
the Challenges and Help Your Child Thrive
a. A book to help parents help their child with Autism
2. [Link]
a. A video with tips on how to raise your child
3. Proloquo2Go APP

a. An app to help parents communicate with their child

4. Autism Express APP
a. This app helps crucial skills for your child.
5. [Link]
%[Link]
a. This is a guide to help parents cope and understand their child's ability.
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Resources that Promote Inclusion:

1. [Link]
with-autism-in-the-classroom
2. [Link]
3. [Link]
4. [Link]
5. [Link]
teaching-children-with-autism/

Accomodations
1. Develop and use visuals
a. Everyday the student should have a visual on their desk of the daily schedule. So instead
of just having it in writing, for example “Gym at 12:55 pm.” The image would have a
student running and below that saying “gym”.
2. Assess sensory needs
a. If the student needs to be touching a physical object, then at all times they should have a
tool they can play with. Better yet, if a teacher is teaching math, the student should have
manipulatives to play with as they learn.
3. Give the student choices
a. The best thing for students is, teacher “If you do this math worksheet. Then you can have
5 minutes of ipad time.” This trick works with most students. Giving them a choice of if
you do this, then you can do something you like.
4. Adapt the classroom environment
a. Have tools available to students at most times. Make sure you have clear boundaries for
students.
5. Have a buddy system
a. Have a buddy system for students. Have your student buddy up with another student that
is in a higher grade who is very patient and wanting to help the student.
6. Small group Instruction
a. If it is possible then try to have a small group where you can help the student learn the
instruction.
7. Provide rules
a. Always make sure that you have rules available at all times and that students can see
them. For students with autism, having visuals and visible rules for them will make a
huge difference.
8. Develop a communication system
a. Make sure that you make the student feel safe and make them feel comfortable so they
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can talk to you. Relationships and communication are the biggest priority for teachers to
students. Make sure a student with autism knows that system.
9. Allow extra time
a. Allow extra time on tests and in class work. It is important for students to get the time
they need. Most students will have this in their IEP.
10. Modify Homework
a. Make sure homework is just at their ability. Do not give them something excessive.

Conclusion/Final Thoughts
My final thoughts about ASD is great. I have seen it and now researched it. These students are
such amazing students and so loving.
They have so much going on in their
minds yet they are so smart. Having these
students in a general education classroom
may be challenging but it is beyond
rewarding to the teacher and the students.
This type of situation can teach students
so much about respect and acceptance. For a parent and a teacher, there are so many cool
resources out there to help and guide the student. I feel like there is some neat technology slowly
coming out also.

Specific Learning Disabilities

INTRODUCTION
I chose this disability because I know a lot of information about this. I grew up with my brother who has
multiple learning disabilities and I have seen his struggles and I hope that by doing this, I can gain more
information and place my own knowledge in.

DEFINITION
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 do mathematical calculations, including
conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia. Specific learning disability does not include learning problems that are
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primarily the result of: visual, hearing, or motor disabilities; intellectual disability; serious emotional
disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.

[Link]

Causes and Risk Factors

1. Genetic Factors
2. Causes occuring before birth
3. Issues occurring during birth
4. Medical and environmental issues after birth

Risks are taken from “Teaching Students with special needs in inclusive settings” book.

Statistics
● One in five students have either a learning or thinking disability such as dyslexia or ADHD.
● One in every 16 students has an IEP for some sort of learning disability.
● More than half of the students have a learning disability or ADHD.

[Link]
numbers

Prevalence
● 3.89% of students have been identified as learning disabilities.
● 50% or more of students spend 80% of their time in the general education classroom.

Special needs textbook

Impact on General Education

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[Link]
hl=en&lr=&id=tx40k7iyXQUC&oi=fnd&pg=PP2&dq=impact+of+learning+disabilities+in+classroom&ots=SFoiUiwFuK&sig=
9rXqgsVViirmazLNSojQC3miROY#v=onepage&q&f=false Pg. 154

5 Evidence Based Interventions

1. Resource room

Summary: This is where students can go to get extra support or help on their struggling
goal or area. So many students with learning disabilities have an IEP that will help them
for their future. The resource room teacher is typically someone who has a degree in
special needs.

Research to support: “The body of research to date indicates that the resource room
service delivery model is a potentially effective means of providing appropriate
individualized educational programs for LBD children.”
[Link]

Cost and time: No cost as it is in a student's IEP.

Feasible in a general ed class? Yes, many resource room teachers push in to classrooms
and help their students but also can help the general education teacher.

Who is the interventionist? The teacher, parent and special needs teacher.

Can it be used for all students? Yes. Any student that has an IEP typically will see the
resource teacher or have the option to do so.

How will it support inclusion in the general ed class? This supports inclusion because the
resource teacher may see the student anywhere from 1-4 times a day. They may see the
student only once a day but is able to push in the classroom to help that student. This
student is typically in full inclusion.
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2. Tutoring

Summary: This is from prior knowledge from my brother. As schools lack the resources
for special needs teachers, sometimes teachers in building step up to help their students.
Teachers who tutor can help students understand better one on one vs. the whole class
instruction.

Research to support: There is no research to support general education teacher tutoring

Cost and time: Cost can be little to none. Time can be as long as a couple hours a week

Feasible in a general ed class? This is mainly done on the teachers time and off school
hours time.

Who is the interventionist? Teacher and Parents

Can it be used for all students? Yes, if a student is struggling with the parent could ask
the teacher to help tutor their students.

How will it support inclusion in the general ed class? This could help a LD student focus
and understand what is happening in class. Sometimes it helps to tutor the student on the
upcoming material so they can follow along during class instruction.

3. Speech therapy

Summary: Speech therapy in an education setting is a speech-language pathologist who

comes and pulls the student out of their classroom to help them increase their speech and
language skills

Research to support: “Students who received a comprehensive classroom teacher

and SLP collaborative intervention program achieved higher scores in listening
and writing, and higher abilities in understanding vocabulary when compared
with control peers” [Link]
Pathology/

Cost and time: Little to no cost and as much time as IEP states

Feasible in a general ed class? Yes this is feasible for the general education classroom.
Speech teacher could come in and work with students during english/language arts time
or pull students out for extra practice.

Who is the interventionist? The teacher, speech pathologist and parents

Can it be used for all students? This can be used for the students who need the assistance.
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How will it support inclusion in the general ed class? This can help the student to become
better at their communication skills and help them to be confident in the classroom.

4. Counseling

Summary: Counseling can happen in school or outside of school. Some schools offer it,
some do not. Counseling will help a student with a learning disability to increase their
self esteem and help them to cope with anything they may be struggling with.

Research to support: “Counseling can also be helpful when those with a learning
difficulty feel shy, anxious, or otherwise find it challenging to express themselves
to others. Because emotional distress can occur as a result, talking through
these anxieties in therapy may prove beneficial.”

[Link]

Cost and time: There is typically no cost if the student is receiving this service at school.
If they are receiving this outside of school then the parents will have insurance to help
pay.

Feasible in a general ed class? Typically the student will be pulled out of the classroom to
go to the counseling room.

Who is the interventionist? The counselor, parent and teacher

Can it be used for all students? Counseling can be used for all students for any reason.

How will it support inclusion in the general ed class? This could help the students
behaviors and also help the way they react in the classroom in a positive way.

5. Educational Therapist

Summary: This therapist is someone who works one on one with typically

students who struggle with a learning disability or difficulty.

Research to support: “While educational therapists work with school-aged

individuals to improve skills in reading, writing, and math.”

[Link]

Cost and time: This costs little to nothing as it is in the student's IEP. The student will be
taken out of class as requested.

Feasible in a general ed class? This is feasible for the classroom. The student will be in
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school when they see the therapist. They typically will be taken out at convenient times.

Who is the interventionist? The teacher, parent and educational therapist

Can it be used for all students? For students who are required this service.

How will it support inclusion in the general ed class? This will help the student to be
engaged in the classroom when the teacher is giving instruction.

REFERENCES
1. [Link]

a. Rate: 10

b. Summary: This website is a great resource for specifically parents. The parent is able to
go and look at whatever they need to associated with a learning disability. There’s
articles, links and videos for parents to look at.
2. [Link]
a. Rate: 8
b. Summary: This is specifically directed to anyone looking for interventions for learning
disabilities. I feel that it is very frustrating when websites say they have interventions for
this but in reality there is no real evidence based interventions for this specific disability.
There are interventions that are believed to work but nothing excessive.
3. [Link]
a. Rate: 10 LOVE
b. Summary: I love this website because it gives the parent or teacher important technology
that will help the student. It also gives great resources for them. I feel that technology is
so important in today’s world and this website points out this importance.
4. [Link]
a. Rate: 7
b. Summary: LOVE THIS IDEA. The only reason I rated it a 7 was because the website is
not available yet. They have evidence and research for people to review while the website
is under construction. The idea of this website is to help students with math and science
difficulties using this website to identify their abilities.
5. [Link]
a. Rate: 4
b. Summary: I am not a huge fan of this website. For someone is researching reports, this
would be ideal. For a parent or teacher, I would not recommend this.
6. [Link]
a. Rate: 9
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b. Summary: This website is great for parents and educators. This is able to help a parent
look at signs that their child may show for a disability. It gives and shows ways that may
be hard on family and friends.
7. [Link]
a. Rate: 8
b. Summary: I love that this site and it is great for families but it is only helpful for people
who really live in Connecticut. It gives events and lots of places for them to get
resources.
8. [Link]
a. Rate: 8
b. This is an online article that is very informational for a teacher who needs extra support
on how to help their students.
9. [Link]
a. Rate: 10
b. Summary: If you are from Michigan, this is a great resource. I love that Michigan offers a
specific website for learning disabilities. Better yet, they have events locally for anyone
around the area to help them.
10. [Link]
a. Rate: 8
b. Summary: This website is great for anyone seeking out information about research,
benefits and learning about the movement.

Additional Resources:
1. [Link]
a. A pamphlet for parents. “Many children have problems with learning and behavior from
time to time, and variations in development are normal. However, a consistent
unevenness in the mastery of skills and behaviors may indicate an underlying learning
disability. If you suspect that your child has a learning disability you may wish to request,
through your child’s school, that he/she be evaluated for special education eligibility”
2. [Link]
a. An online brochure for people to learn about learning disabilities and parents to get more
insight.
3. [Link]
a. A location for parents to take their children for extra assistance.
4. [Link]
a. A Tutoring center in West Michigan to help students with dyslexia.
5. [Link]
Parents-and-Teachers-448132
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a. Specific Learning Disability Brochure for Parents and Teachers. A 13 page brochure.

Promote Inclusion:
1. [Link]
disabilities-in-the-regular-education-classroom/
a. “The Learning Disabilities Association of America, LDA, is a National not-for-profit
organization of parents, professionals and persons with learning disabilities, concerned
about the welfare of individuals with learning disabilities. According to the latest figures
available from Data Accountability Center, U.S. Department of Education, 2,415,564
students were identified as having a Specific Learning Disability in the Fall of 2010. This
is 41% of the 5,822,808 students with disabilities, between 6 and 21 years of age, served
under IDEA.”
2. [Link]
a. “One of the most critical things an inclusion classroom teacher must do is establish and
maintain a positive and supportive classroom atmosphere. Students are more likely to
follow directions, work hard, and exhibit positive classroom behavior when they feel
wanted and appreciated by the teacher. This may be especially true of particularly
difficult students, who may not trust adults, and who may feel that most teachers are out
to get them.”
3. [Link]
elias
a. “It is all too rare for discussions of school culture and climate and SEL to focus explicitly
on students with disabilities. A shining exception is the Inclusive Schools Climate
Initiative (ISCI), a pilot project at Rutgers University, developed through a partnership
with the Office of Special Education Programs at the NJ Department of Education.
Eighteen schools are involved in the pilot project, and each one carries out an inclusion-
focused assessment of school climate, the formulation of an ISCI leadership team, and
the development and implementation of a School Climate Improvement Plan (SCIP).”
4. [Link]
a. “An education system that includes all students, and welcomes and supports them to
learn, whoever they are and whatever their abilities or requirements. This means making
sure that teaching and the curriculum, school buildings, classrooms, play areas, transport
and toilets are appropriate for all children at all levels. Inclusive education means all
children learn together in the same schools.”
5. [Link]
[Link]
a. “Most of us know that the L in LD stands for learning, but the D can stand for a variety
of terms: disability, dysfunction, difficulty, diversity, dichotomy, or difference. The fact
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that these two letters can represent more than one term is of value. The terms may
not be clinically or diagnostically interchangeable, but my goal is to offer approaches
to enrich the classroom experiences of students in all of the LD categories, as well as
those of their classmates. No two students are the same, and no individual student
has the same response to learning in every situation.”

Accomodations:
1. Movement breaks
a. You can incorporate movement into your learning instruction. This can also be a
movement break where students can move around to music, get a drink or use the
bathroom. This is a great way for students with disabilities to take a break.
2. Mental breaks
a. This is great for students who get frustrated with their learning. This is for students that
need a break after working consistently for a period of time.
3. Extend time for tests and homework
a. Give students with LD to have extra time to work on their tests and homework. Anything
involving reading or math is very tough for them.
4. Have test or quizzes be read aloud
a. Students with dyslexia can have a hard time reading and if someone is able to read them
the question with possible answers. They may do better on the test.
5. Let them use a calculator
a. Students with dyscalculia struggle highly with math. For them to know the basic skills of
money can be tough. It is best to give them a calculator so their frustration level doesn’t
push them to give up.
6. Give them a copy of daily notes
a. Students with dysgraphia and dyslexia have a hard time to write quickly and neatly. Give
them a copy of the notes daily for them to follow along with but not write them.
7. Give test in a separate room that's quiet
a. This student may need extra quiet space to focus as every sound may distract them. GIVE
IT TO THEM!
8. Modify the assignment
a. The less wordy, the better. It is best if you have a worksheet with more pictures rather
than words
9. Have teacher check in’s
a. This is great for students who may get thrown off track easily. Have a daily check in with
the student on where they are at.
10. Audio books
a. This is great for students with LD’s. They struggle to read but they do not struggle to
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listen. Give them an audio book to follow along with their book.

[Link]
disabilities/

Conclusion/Final Thoughts
As I wrap up this disability, I have learned a few things. I have learned how important it is to have
patience for these students.
They live normal lives like
everyone else but they struggle
greatly. This is a mental game
with them. If you give them a
simple math problem, they may
struggle to give the solution. If
you give them a passage to
read, they may skip words and
miss say a lot of words. It is
best to have patience and help
these students. As my brother
has all three learning
disabilities, I have seen people lose their patience with him and it does nothing but stress him out. As a
parent, you need to understand you child the best you can. Give them time. Understand this is not easy for
them either.
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Emotional Impairments

Introduction:
I choose this disability because I don’t know much about it other than students are very emotional. I have
seen students with this impairment but I have not been able to research much about it. I am excited to
learn more as this continues.

Definition:
“…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 child’s 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.
 Parker 23

(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.”

[Link]

Causes:
■ Prenatal exposure to drugs or alcohol
■ A physical illness or disability
■ An undernourished or malnourished lifestyle
■ Brain damage
■ Hereditary factors
■ Family income below the poverty level
■ Stress in the family unit because of divorce or some other emotional upset
■ Inconsistent rules or expectations as well as inconsistent and unhealthy
discipline
■ Parents have a lack of interest or concern for the teen, which leads to a lack of
supervision or neglect
■ Family members are poor role models, perhaps violent, perhaps getting in
trouble with the law
■ Parents or siblings physically abuse the teen
■ There is an overall low rate of positive interactions and high rate of negative
interactions in the family
■ The family has a poor attitude toward school or education
■ Teachers aren’t capable of managing the teen’s classroom, creating a negative
environment
■ The school is insensitive to student differences or cultural issues
■ Rules are inconsistent

[Link]

Statistics:
● “Have the worst graduation rate of all students with disabilities. Nationally, only 40
percent of students with EBD graduate from high school, compared to the national
average of 76 percent.
● Are three times as likely as other students to be arrested before leaving school.
● Are twice as likely as other students with other disabilities (e.g. developmental or
learning) to be living in a correctional facility, halfway house, drug treatment center, or
on the street after leaving school.
 Parker 24

● Are twice as likely as students with other disabilities to become teenage mothers.
● Up to 85 percent of children in juvenile detention facilities have disabilities that make
them eligible for special education services, yet only 37 percent had been receiving any
kind of services in their school.
● Youth with emotional disturbance are 13 times more likely to have been arrested while
still in school compared to students with other disabilities.
● 10 to 25 percent of students with EBD enroll in post-secondary education (compared to
53 percent of typical population).”

Reference: [Link]

Prevalence:
•According to the 26th Annual Report (U.S. Department of Education, 2004), 482,597 students between
the ages of 6 to 21 years of age were identified as having emotional disturbances (about 42,000 in NY
State)
•This represents approximately 9% percent of all students having a classification in special education (in
NY State it’s about 10.2%)
•Student classified with emotional disturbances represent about 1% of the entire school-age population .
[Link]
q=cache:bTssuADJmKkJ:[Link]/fileadmin/user_upload/Power
%2520Point/Emotional_Disturbance_Prevalence_Rates.ppt+&cd=11&hl=en&ct=clnk&gl=us

Impact on Education:
“As such, students diagnosed with emotional disorders (ED) are often included in general
education classrooms. However, severe cases often require students to be taught in special
education "cluster units," self-contained programs, or even separate schools.”
[Link]

5 Evidence-Based Interventions:
1. Cooperative learning

Summary: “Cooperative learning is a successful teaching strategy in which small

teams, each with students of different levels of ability, use a variety of
learning activities to improve their understanding of a subject”

Research to support: “More than 70 major studies--by federally sponsored research centers,
field-initiated investiga- tions, and local districts examining their own practices--have
demonstrated cooperative learning's effectiveness on a range of outcomes”

Cost and time: There is no cost to this. There is time as it is a group learning idea.
 Parker 25

Feasible in a general ed class? YES! This is done in the classroom and done during the
school day.

Who is the interventionist? The teacher, and students

Can it be used for all students? Yes, all students are involved

How will it support inclusion in the general ed class? This will support the student being
involved in the learning of their peers and it will help them to give their own input without
feeling wrong. This will help the student feel like their peers.

[Link]

2. Cross-age tutoring

Summary: “This is a cross-age peer tutoring intervention that works by pairing students
from different grades and ability levels to work on an academic skill together. The
older/higher ability student will be the tutor; and the younger/lower ability student will be
the tutee. The students work together to practice a skill”

[Link]

Research to support:” Researchers have also identified improvements in self-esteem and one of
its components--internal locus of control.”

Cost and time: “ more cost-”effective than reducing class size or increasing the length of the
school day”

Feasible in a general ed class? Typically in a cross age tutoring, the student is in the
classroom, this typically happens after school hours or during lunch breaks.

Who is the interventionist? The teacher, parent and any other staff.

Can it be used for all students? In reality, yes this can be used with all students who need extra
support.

How will it support inclusion in the general ed class? This will help the student

become more confident with their learning and help them to focus in class.

[Link]

3. Peer tutoring

Summary: “ Peer assistance in education involves mixed-ability grouping of

 Parker 26

students to support each other through learning processes and tasks”

Research to support: “Research evidence strongly supports the use of peers for

improving the academic achievement, time on task, and behavior of students with

disabilities and specifically for students facing the challenges associated with

EBD”

Cost and time: There is no cost to this as it is done in the classroom on the teachers time

Feasible in a general ed class? Yes, this is feasible for the general ed classroom as

it is done with peers in the class.

Who is the interventionist? The teacher/ students

Can it be used for all students? Yes, this can be used for all students at any academic level.

How will it support inclusion in the general ed class? This will help students to

be able to communicate with their peers and understand the context.

[Link]

4. Using Self-Management Interventions

Summary: “Another category of highly effective, yet easy-to-implement strategies

that support students with EBD is self-management. Self-management

interventions are "methods used by students to manage, monitor, record, and/or assess their
behavior or academic achievement"

Research to support: “Self-management interventions were defined as interventions that aim to

equip patients with skills to actively participate and take responsibility in the management of their
chronic condition in order to function optimally through at least knowledge acquisition and a
combination of at least two of the following: stimulation of independent sign/symptom monitoring,
medication management, enhancing problem-solving and decision-making skills for medical
treatment management, and changing their physical activity, dietary, and/or smoking behavior.
This definition substantially reduced the number of selected studies (255 of 750). In two
preliminary expert meetings (n = 6), the proposed definition was identifiable for self-management
research experts and practitioners (80% and 60% agreement, respectively).”
[Link]

Cost and time: There is no cost to this and the time is not time consuming
 Parker 27

Feasible in a general ed class? Yes, this is used in the classroom and teachers have found it
easier to monitor their students.

Who is the interventionist? The teacher, special needs teacher and parent

Can it be used for all students? Any student with behavioral issues that need assistance can use
this intervention.

How will it support inclusion in the general ed class? “Teachers have found self

monitoring simple to implement and straightforward to learn, as well as easy to integrate into the
current curriculum”

[Link]

5. Behavior Intervention Plan

Summary: “A BIP is a written plan that teaches and rewards good behavior. It can be a single
page or many pages. The purpose is to prevent or stop misbehavior, not just punish the child.”

Research to support: “ the behavior plan works when it is utilized as a tool to guide and provide
replacement behaviors that are appropriate for the student. It is our duty and obligation to
complete and implement BIP. The BIP will work if it is based on clear expectations, is applied
consistently, and is individualized to fit students’ needs.”
[Link]

Cost and time: The only cost would be the cost of the behavioral plan rewards.

Feasible in a general ed class? Yes, this is feasible for the classroom. If a student has this plan
the teacher needs to be sure to follow it and help direct the student in a positive manner.

Who is the interventionist? Teachers, parents and special needs teacher

Can it be used for all students? This should only be used for students with emotional and
behavioral behaviors

How will it support inclusion in the general ed class? This will help the classroom be able to
stay on task and follow along as well as help the teacher teach her students.

[Link]
you-need-to-know

Resources:
1. [Link]
 Parker 28

pageID=eohhs2agencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divi
sions&L3=Department+of+Mental+Health&sid=Eeohhs2
a. “DMH sets the standards for the operation of mental health facilities and community
residential programs and provides clinical, rehabilitative and supportive services for
adults with serious mental illness, and children and adolescents with serious mental
illness or serious emotional disturbance.”
2. [Link]
a. “The Massachusetts MHSPY Project is a collaboration among the state Division of
Medical Assistance (DMA), the state Departments of Education (ESE), Mental Health
(DMH), Social Services (DSS) and Youth Services (DYS), local school districts, and
Harvard Pilgrim Health Care/Neighborhood Health Plan HMO. MHSPY aims to
integrate medical, mental health, social support and non-traditional services for mentally
ill children within a traditionally organized system of care.”
3. [Link]
a. “PAL is the statewide organization of the Federation of Families for Children's Mental
Health. PAL advocates for supports, treatment and policies that enable families to live in
their communities in an environment of stability and respect.”
4. [Link]
a. “Worcester Communities of care is based on a "wraparound," strength based model of
service planning which recognizes that children with serious emotional disturbance
require a variety of services that cut across agency boundaries and that these services
must be coordinated. Flexible funding supports non-traditional services that might not
otherwise be available to families to support the child's ability to remain with their family
in the community.”
5. [Link]
5b7b15027acd&WebsiteKey=a2785385-0ccf-4047-b76a-64b4094ae07f
a. “The AACAP provides information in an effort to promote an understanding of mental
illness and remove the stigma associated with them, to advance efforts in prevention of
mental illness, and to assure proper treatment and access to services for children and
adolescents.”
6. [Link]
a. “Focusing on teen, adolescence, and young adult issues, ASAP acts both as a professional
network for its members and a specialized community dedicated to education
development and advocacy of adolescents and the adolescent psychiatry field.”
7. [Link]
a. “CCBD is the official division of the Council for Exceptional Children (CEC) committed
to promoting and facilitating the education and general welfare of children and youth
with emotional or behavioral disorders.”
8. [Link]
 Parker 29

a. “FFCMH is a national family-run organization dedicated to helping children with mental

health needs and their families achieve a better quality of life. They work to help policy-
makers, agencies, and providers become more effective in delivering services and
supports that foster healthy emotional development for all children.”
9. [Link]
a. “The NIMH is the lead Federal agency for research on mental and behavioral disorders.
Their mission is to reduce the burden of mental illness and behavioral disorders through
research on mind, brain and behavior.”

10. [Link]

a. “The goal of the Technical Assistance Partnership for Child and Family Mental Health
(Technical Assistance Partnership) is to support the "Comprehensive Community Mental
Health Services for Children and their Families Program." This grant initiative of the
U.S. Department of Health and Human Services Center for Mental Health Services funds
communities in their efforts to successfully develop and implement local systems of
care.”

Resource used:
[Link]
sources/emotional_impairment_resources

5 Resources:
1. [Link]
a. This website is a great resource that has facts, tells parents how to be a leader for their
child and stories from other parents.
2. The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind
By: Daniel Siegel and Tina Bryson
a. I really like how this book helps parents to understand their child. Many parents do not
take the time to see why their child may be the way they are. It is important to read books
like this.
3. [Link]
a. This is a great pamphlet that all parents should have if their child had an emotional
impairment.
4. [Link]
Teachers-448108
a. This is a great resource that is free on teachers pay teachers. “This is one of 13 brochures
I created for a Special Education course. This brochure includes information on the
Emotional Disturbance disability category for parents and teachers. The brochure
includes information and resources.”
 Parker 30

5. [Link]
a. This is an hour long video explaining the impairment and the events that come with it.

5 Resources that promote inclusion:

1. [Link]
a. “Students with all forms of disabilities have the right to be educated in the least
restrictive, most appropriate environment. The movement toward less restrictive
environments is not only a school phenomenon; it is a societal one with the ultimate goal
being to have individuals with all types of disabilities live, work and be educated in their
own communities. For this reason it is imperative that the schools adjust to serve all
students. If we do not, we are doing all of our children a disservice. If one never
encounters individuals with disabilities until adulthood, it is conceivable that he/she will
not develop the necessary skills for how to effectively live and work with them”
2. [Link]
severely-emotionally-disturbed/
a. “Students who are severely emotionally disturbed are often unlike any other group of
children with disabilities. Since they look like typical children and have “hidden"
impairments, many people do not understand the cause of their disability or the lack of
control they have over it. These reasons may explain why students with emotional
disabilities are one of the last populations to be included in general education. When
these students do join inclusive classrooms, misunderstanding, lack of preparation, and
behaviors such as tantrums, aggression, poor social skills, and defiance present
challenges. Teachers, though, can experience success with students who have serious
emotional disturbance and inclusion with staff support, consistent behavioral strategies,
and classroom management techniques.”
3. [Link]
a. “The journey to becoming an Inclusive School may be long and challenging at times, but
ultimately this journey can strengthen a school community and benefitALL children.
"Inclusion" does not simply mean the placement of students with disabilities in general
education classes. This process must incorporate fundamental change in the way a school
community supports and addresses the individual needs of each child.”
4. [Link]
a. “Students with emotional and behavioral disorders (EBD) have traditionally been
educated in selfcontained special education settings. Recent legislative changes such as
the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities
Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in
general education classrooms. Because of these changes, general educators need to know
which research-based interventions are effective in improving academic performance
 Parker 31

with these students.”

5. [Link]
a. “This article presents a point/counterpoint approach to the issue of full inclusion of all
students with emotional/behavioral disorders. To set the stage for the discussion that
follows, the academic, social, and behavioral characteristics of these students pertinent to
classroom performance are reviewed. The pros and cons of these four issues are then
presented: (a) appropriateness of the general education curriculum for students with
EBD; (b) social acceptance and other social competence issues; (c) mental health
interventions and supports in general education settings; and (d) legality of full inclusion.
Under the legality issue, case law on full inclusion pertaining to students with EBD is
briefly reviewed. The basic premise of the authors who are full inclusion opponents is
that a continuum of placements, including full-time placement in general education
classrooms, should be preserved so that decisions about appropriate settings can be made
on an individual basis. The basic premise of the author who is a full inclusion proponent
is that, rather than maintaining two separate systems, we should direct our energies
toward correcting the inadequacies of the general education classroom for the benefit of
all students, including those with EBD.”

10 Accommodations:
1. Seat near positive role models for the student
a. If you have a student in your class that is very patient and a great role model, seat this
student near your emotionally impaired student. They will help the student in a positive
way.
2. Seat away from areas where materials are stored.
a. If a student has an outburst, it is best they are as far from materials as possible. For
example: Ay my school, we have a student with an emotional and behavioral disorder
and this student is placed at their own table away from materials that could hurt
themselves or others.
3. Provide the student with an alternative place to work independently.
a. Give the students an area where they are able to work by themselves if they feel like it.
They should not be placed in a situation where they feel trapped.
4. Provide the student with adequate personal space when working in a group.
a. Make sure when you make groups for students to work with, this student is placed in a
group of students that will do their work and help this student.
5. Seat at the front of the room to minimize the distraction of other students.
a. If the student is in the back of the room, they may be distracted by all that is happening in
front of them. Place this student at the front to help minimize that distraction
6. Seat at the back of the room to minimize distraction to other students.
a. If the student is a distraction to others, it may be best to place them at the back of the
room so this student doesn’t disrupt the rest of the students.
7. Seat in close proximity to staff.
a. If possible have the students sit close to a staff. This does not have to be the teacher but if
there is a para in the class, have the student near him/her.
 Parker 32

8. Provided visual boundaries for the student that will help him/her identify own personal space.
a. For one of my students, we have a visual chart of what they should be doing and what
they shouldn’t be doing. It has a picture of the student hugging themselves for “Hands to
self” and the picture next to it is a child's hand on another student saying “I did not keep
my hands to myself.”
9. Keep books and supplies in an alternative place other than desk.
a. Do not place too many objects around the student. Rather, keep them in other places
around the room.
10. Provide the student with a designated place to take a break or to "cool off.
a. All students with a disability should have an area to cool off if needed. A safe area they
are comfortable to go to.

Used: [Link]

Conclusion/Final Thoughts:
Emotional impairments/behavioral impairments can be very tough. As you are in your classroom, a
student may have an outbreak. What are you supposed to do? Stay calm. It is not the students fault.
Depending on what happened to
them to have an
emotional/behavioral impairment,
they may be in survival mode. They
may be in a very emotional mode.
This is not easy for them. You as a
parent and a teacher need to have
patience and stay calm for these
students. They do not like this, they
do not want people to be looking at
them laughing or scared. Understand
their thinking. Try to understand
what happened to them for them to be like this.
 Parker 33

Speech and Language Impairments

Introduction:
I choose this disability because I feel it’s so important for anyone to be aware of all that comes with this
disability. This is more common than not. Most teachers will have a student in their class with this
impairment. It is best to know how to help the student and how to implement it in the classroom.

Definition:
“a communication disorder such as stuttering, impaired articulation, a language
impairment, or a voice impairment that adversely affects a child’s educational
performance.” [Link]
 Parker 34

impairments/

Causes:
“Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury,
intellectual disabilities, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or
misuse. Frequently, however, the cause is unknown.”
[Link]

Statistics:
● Roughly 1 in 12 students in the United States have some sort of disorder that is related to speech,
voice or language.
● Boys at ages 3-12 are more likely to have this impairment than girls.

Ideas from: [Link]

Prevalence:
“Speech and language impairments are considered a high-incidence disability. Approximately
20% of children receiving special education services are receiving services for speech and
language disorders. This estimate does not include children who receive services for speech
and language disorders that are secondary to other conditions such as deafness. More than
one-half (55.2%) of all 3-, 4-, and 5-year olds with a disability receive speech and language
services.” [Link]

Impact on Education:
“Learning takes place through the process of communication. The ability to participate in active
and interactive communication with peers and adults in the educational setting is essential for a
student to succeed in school.” [Link]
communication-disorders-schools

5 Evidence-Based Interventions:
1. Speech Services

Summary: “Speech-Language Resource Room Services provided in a separate

 Parker 35

room—away from the general education classroom—have long been the traditional location for
speech-language service delivery. This location allows for focused individual or small-group
service delivery but removes students from their peers who are typically developing, and some
classroom instructional time is missed.
Integrated/In-Class Services By providing integrated/in-class services, SLPs work closely with
teachers and classroom staff—along with other specialized instructional support personnel (SISP)
—to collaboratively address students' goals. This increases team coordination and competency to
provide assistance and support to students. Research shows that when SLPs model and instruct on
how to implement recommended accommodations and modifications, results include improved
communication interactions within the classroom setting (Blosser, 2011).”

Research to support: “More research is needed on evidence-based service delivery models

and intervention”

[Link]

Cost and time: The cost can be little to nothing if it is done through the school.

Feasible in a general ed class? It is very feasible for the classroom. The Speech Pathologist can
come into the classroom or pull the student out.

Who is the interventionist? Speech pathologist, teacher, parent

Can it be used for all students? This service is only for students with IEP

How will it support inclusion in the general ed class? This will help the student to become
confident and help them with their language and speech.

2. Early Interventions

Summary: This is for younger children who are needing assistance in their

speech

Research to support: “Studies suggest that intervention in stuttering before the age of 3 helps
enormously with developing speaking fluency later in life. ”

Cost and time: The cost would be paid by the parent’s insurance and out of pocket

Feasible in a general ed class? Children are not old enough for the classroom yet. If children are
in daycare, they would get pulled out for assistance.

Who is the interventionist? Parents and speech pathologist.

 Parker 36

Can it be used for all students? This is only used for children 3 and under

How will it support inclusion in the general ed class? This will help the student later in life
with their speech and language.

[Link]

3. Assistive technology

Summary: “Any service that directly assists a child with a disability in the selection, acquisition, or
use of an assistive technology device." [Link]

Research to support: “In fact, research has shown that AT can improve certain skill
deficits”

Cost and time: The cost would come from the programs. The school typically will pay for
that.

Feasible in a general ed class? Yes.

Who is the interventionist? The teacher and special needs teacher, parent

Can it be used for all students? This is great for students who have a disability and need extra
assistance.

How will it support inclusion in the general ed class? Assistive technology will help students
be able to do the work needed as other students work. They will have accommodations for this.

[Link]

4. Self-monitoring

Summary: “It is the skill we use to keep track of our actions or performance. It is
used every day in our daily lives from sequencing activities of our morning routines
to completing academic assignments of reading and math. To put it simply, we use
it to keep track of what we do.” [Link]
[Link]

Research to support: “It is recommended that further research he conducted to examine

whether self-monitoring works better than teacher-monitoring to control student
behavior and to determine whether internal or external contingencies account for the
reactivity effects.” [Link]
Monitoring_as_a_Behavior_Management_Technique_in_Special_Education_Classrooms_A_Descriptive_Review

Cost and time: The cost is nothing

 Parker 37

Feasible in a general ed class? Yes.

Who is the interventionist? Parent and teacher and/or special needs teacher

Can it be used for all students? This is used for ALL students.

How will it support inclusion in the general ed class? This will help the student to become
confident and understand that self monitoring is something everyone does and it can help their
speech and communication in the classroom.

5. Pivotal Response Training

Summary: “Pivotal Response Training (PRT) is a variation of Applied Behavioral Analysis

(ABA) type therapy. It focuses on more comprehensive “pivotal” areas such as increasing a
child’s motivation to learn, initiate communication, and monitor their own behaviors. This focus
on motivation is crucial: a child who is motivated to change their behavior will experience more
success. By focusing on critical over-arching areas, the effects of treatment can carry over into
many aspects of a child’s behavior and skills including social, communicative, and academic.”
[Link]

Research to support: “Researchers reviewed twelve studies in 2011 that investigated the
treatment outcomes when PRT involved using trained aides and other paraprofessionals.
The researchers reported positive outcomes in 92%3 of the studies.”

[Link]

Cost and time: There is a cost for the training and treatments.

Feasible in a general ed class? Yes, the trainer can pull the student out for support

Who is the interventionist? Teacher and trainer

Can it be used for all students? Yes, mostly students with disabilities though.

How will it support inclusion in the general ed class? This will help students be able to
communicate and talk with their peers and teacher better.

Resources:
1. [Link]

a. “A Comprehensive resource of important information for parents, patients, and

professionals. It assists people with many of the Speech and Language issues you have,
 Parker 38

as well as provide links to other valuable resources”

b. Rate: 9

2. [Link]

a. “The Wisconsin Department of Public Instruction has developed a technical

assistance guide to assist IEP teams in evaluating children to determine if they have
speech and language impairment and need for special education due to the impairment.”

b. Rate: 7

3. [Link]

a. “Special Education Resources on the Internet (SERI) is a collection of Internet

accessible information resources of interest to those involved in the fields related to
Special Education. This collection exists in order to make on-line Special Education
resources more easily and readily available in one location. This site will continually
modify, update, and add additional informative links.”

b. Rate: 8

4. [Link]

a. “The Improving Communication Skills in Schools web site is for and by school-based
speech language pathologists and teachers. It is a place to share ideas, techniques, and
materials that work with students who have communication disorders.”

b. Rate: 10

5. [Link]

a. “Internet Guide provided by Judith Maginnis Kuster. This site includes valuable
resources for professionals and students in communication disorders and sciences as well
as for persons with communication disorders. It provides links to information and therapy
material regarding speech and language disorders, foundations and library of
communication disorders and science, discussion forums and electronic newsletters, and
stuttering home pate.”

b. Rate: 9

6. [Link]

a. “The Stuttering Foundation provides free online resources, services and support to
those who stutter and their families, as well as support for research into the causes of
stuttering. There are several video clips for kids, youth, and teachers. The web site is well
organized kids, young, and adult with stuttering. Moreover, they provides visual and
research information for teachers and parents.”

b. Rate: 10
 Parker 39

7. [Link]

a. “The National Institute on Deafness and Other Communication Disorders (NIDCD)

is to provide new knowledge to help prevent, detect, diagnose, and treat disease and
disability. NIDCD conducts research in laboratories at the NIH, and the Extramural
Research Program, a program of research grants, career development awards, individual
and institutional research training awards, center grants, and contracts to public and
private research institutions and organizations. The Institute also conducts and supports
research and research training in disease prevention and health promotion and the special
biomedical and behavioral problems associated with people having communication
impairments and disorders.”

b. Rate: 7

8. [Link]

a. “ISAAC—the International Society for AAC—works to improve the life of every

child and adult with speech difficulties. ISAAC provides publications, researches, and
events. It describes the many ways to help people who cannot speak or write - things like
electronic talking boxes, computers, books and boards with pictures or letters, or sign
language. The ISAAC website can display Bliss, PCS or Rebus symbols so that people
who use one of these symbol systems instead of text, or who have learning difficulties,
will be able to read it.”

b. Rate: 10 (Love this source)

9. [Link]

a. “The Childhood Apraxia of Speech Association is a non-profit publicly funded

charity whose mission is to strengthen the support systems in the lives of children with
apraxia so that each child is afforded their best opportunity to develop speech: to provide
electronic and print information to families, professionals, policy-makers and other
members of the public; to support and educate parents and professionals as advocates for
children with apraxia; to facilitate better public policy and services for children affected
by the disorder; to provide training opportunities for families and professionals; to
encourage research to further understanding about childhood apraxia and to co-sponsor a
biennial scientific research symposium.”

b. Rate: 10

10. [Link]

a. “ASHA is the professional, scientific, and credentialing association for more than
123,000 members and affiliates who are speech-language pathologists, audiologists, and
speech, language, and hearing scientists in the United States and internationally. The
purpose of ASHA is to promote the interests of and provide the highest quality services
for professionals in audiologist, speech-language pathology, and speech and hearing
science, and to advocate for people with communication disabilities.”

b. Rate: 9
 Parker 40

Used: [Link]

Additional Resources
1. Yoga for Speech-Language Development by: Jessica A. Fitzpatrick and Susan E. Longtin
a. This book will help parents to teach their students how to do yoga and stay calm in
situations.
2. The Speech-Language Pathologist's Handbook for Inclusive School Practice By: Chelsea Tracy-
Bronson and Julie Causton
a. This is a book for teachers and parents to show ways the student should be included in
the classroom.
3. [Link]
a. This is a great tool for parents. It is a whole resource of videos to help parents understand
their child's disability and how to help them.
4. Speech Tutor App
a. Only available for apple users
b. “ SLP practitioners, speech therapy students or parents can use this speech therapy app to
see how sounds are made inside the mouth. The animations allow users to “see through”
parts of the mouth that have been made transparent, with a side view and a front view of
each sound production. Animations can be viewed at three different speeds, and paused at
any point.”
5. Articulation Station
a. “This free app can be used on iPad or iPhone and is designed to help children practice at
the “word, sentence and story levels in 22 sounds in the English language.” It can be used
by SLPs, parents and other educators to work with children and adults with speech sound
delays. A $59.99 Pro version is also available.” [Link]
pathologists/?mobile=0

Resources that Promote Inclusion:

1. [Link]
2. [Link]
3. [Link]
disorder
4. [Link]
5. [Link]

Accomodations
 Parker 41

1. Provide the student with information on topics prior to going over them in class.
a. When introducing a new topic, make sure that the teacher talks to the student before and
says “this is what we are going to be doing today. This topic is about this..” Giving the
student a background will help them during the lesson.
2. Minimize classroom noises and distractions
a. Some students with speech and language impairments need noises to be quieter as a loud
noise may scare them or frighten them. The best thing to do when you have a student in
your class is to make sure that you set voice tones at the beginning of the year for your
students and show them where their voice level should always be. The other option is
giving your student headphones that block out the noise.
3. Provide copy of class notes
a. Most students with Speech & language Impairments struggle to follow along with note
taking. So if you have a topic on hurricanes, have those notes already printed for that
student to follow along with. Do not require them to write all the info down as it may be a
struggle for them.
4. Give assignments both orally and written
a. When giving a student an assignment, give it to them by orally saying it then give them
written instructions.
5. Allow extended for assignments and tests
a. Students with this impairment need extra time to finish tests and assignments. Allow that
time. If there is not time to allow it in class, let their resource teacher know and they can
assist the student.
6. Modify the length of the assignment
a. Some students really struggle to finish long assignments as the writing is too hard for
them. As a teacher, it is okay to modify your assignments to fit the child's needs. The last
thing you want to do is stress a child out.
7. Provide a private location for testing
a. Some students need complete silence. If this is the case, any noise including the projector
can distract the student. It is best to give them a quiet testing location.
8. Allow use of adaptive technologies
a. Technology can be very helpful in assisting these students. This should be accessible to
the student through the day.
9. Assure that student has a way to express wants and needs
a. Make sure that you have a system so the student can express to you their wants and
needs. Some students may not be able to speak clearly. Assure the student that there will
be a set system for them if they need or want something.
10. Use visuals
a. Using visuals is key for these students. As their language might be struggling, they are
still able to read pictures and understand them. Always have visuals available.
 Parker 42

Citation for accomodations:

[Link]

Conclusion:
Speech and Language impairments has a higher percentage of students than I imagined. I was surprised
by how many students had this impairment. 7.7 percent of students have some sort of communication
disorder. I work at Grandville and I see students
being pulled out of the classroom for speech and to
help their social skills. This is something that all
schools will have and all teachers will experience
at some point. I was excited as I subbed in a 6th
grade classroom a few weeks back and one of the
students has a speech impairment as she was
partially deaf. She had a hearing aid in which I
wore a microphone around my neck to help her to
hear. It was something I had never seen before and
I love that technology is out to help students.

Attention Deficit Hyperactivity Disorder

Introduction:
 Parker 43

Many students in today’s world are diagnosed or have slight ADHD and are not diagnosed. I feel that this
is a big issue in our world. Many parents do not want to get their child diagnosed because they do not
want their child on medication when their child may need it to help them stay focused and help their
anger. I choose this disability to help spread awareness to parents whose child may have ADHD or may
think they have it.

Definition:
“Attention-deficit/hyperactivity disorder (ADHD) is one of the most common mental
disorders affecting children. ADHD also affects many adults. Symptoms of ADHD
include inattention (not being able to keep focus), hyperactivity (excess movement that
is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without
thought).” [Link]

Causes:
1. Hereditary
2. Problems during pregnancy
3. Toxins

There is no exact known cause but these are ideas of causes.

[Link]

Statistics:
● The estimated number of children diagnosed with ADHD, according to
a national 2016 parent survey,1 is 6.1 million (9.4%). This number
includes:
○ 388,000 children aged 2–5 years
○ 4 million children aged 6–11 years
○ 3 million children aged 12–17 years
● Boys are more likely to be diagnosed with ADHD than girls (12.9%
compared to 5.6%).1
● 62% were taking ADHD medication
○ Ages 2–5: 18%
○ Ages 6–11: 69%
 Parker 44

○ Ages 12–17: 62%

● 47% received behavioral treatment
○ Ages 2–5: 60%
○ Ages 6–11: 51%
○ Ages 12–17: 42%
● Altogether, 77% were receiving treatment. Of these children:
○ About 30% were treated with medication alone.
○ About 15% received behavioral treatment alone.
○ About 32% children with ADHD received both medication
treatment and behavioral treatment.
● About 23% children with ADHD were receiving neither medication
treatment nor behavioral treatment.
[Link]

Prevalence:
● Almost 9 out of 10 children had received school support, which
includes school accommodations and help in the classroom.
● About 6 out of 10 children had received some type of behavioral
treatment or skills training:
○ 3 out of 10 received parent-delivered behavior therapy
(/ncbddd/adhd/[Link]).
○ 4 out of 10 received social skills training.
○ 3 out of 10 received peer interventions.
○ 2 out of 10 received cognitive behavioral therapy.
 Parker 45

[Link]

Impact on Education:
The behavioral classroom management approach encourages a student’s positive
behaviors in the classroom, through a reward system or a daily report card, and
discourages their negative behaviors. This teacher-led approach has been shown to
influence student behavior in a constructive manner, increasing academic
engagement. Although tested mostly in elementary schools, behavioral classroom
management has been shown to work students of all ages.1

Organizational training teaches children time management, planning skills, and

ways to keep school materials organized in order to optimize student learning and
reduce distractions. This management strategy has been tested with children and
adolescents. [Link]

5 Evidence-Based Interventions:
1. Peer Tutoring

Summary: “Peer tutoring is one of the more effective strategies for students with ADHD,
because it provides many of the same supports as one-to-one instruction. It facilitates the
acquisition of both academic and social skills.”
[Link]

Research to support: “ Researchers have found that effective peer review in the classroom
stimulates learning and critical thinking”
[Link]

Cost and time: Free! As much time as the teacher allows

Feasible in a general ed class? Yes

Who is the interventionist? Teacher and students

Can it be used for all students? Yes! All students are involved
 Parker 46

How will it support inclusion in the general ed class? A teacher will give out a

set amount of time for students to get with a partner to peer review whatever they

are working on. This gives a student with ADHD time to move around and communicate with
their friends.

2. Cooperative Learning

Summary: “: Carefully structured cooperative learning groups in which each student is

assigned a role and has clear expectations for desired outcomes are very helpful for students with
ADHD. The more structured the cooperative activity, the more likely it is that these students will
succeed.” [Link]

Research to support: “Research by Johnson & Johnson (1989) indicates that cooperation,
compared with competitive and individualistic efforts, typically results in (a) higher
achievement and greater productivity, (b) more caring, supportive, and committed
relationships, and (c) greater psychological, health, social competence, and self-esteem.”
[Link]

Cost and time: There is no cost. The teacher will give students time for this.

Feasible in a general ed class? Yes!

Who is the interventionist? The teacher

Can it be used for all students? Yes!

How will it support inclusion in the general ed class? As stated in the research, it helps with
self-esteem and social competence. This will help any student with ADHD be able to give their
insight on the topics and be involved.

3. Shared Thinking

Summary: “: Using this approach, students work with peer partners to discuss the lesson, check
each other’s work, and share strategies.”
[Link]

Research to support: “The strategy can help build confidence with students whoare often
reluctant to talk in front of the whole class.” Said by a research director.
[Link]

Cost and time: Does not cost anything and can be short or long
 Parker 47

Feasible in a general ed class? Only used in the classroom

Who is the interventionist? Teacher

Can it be used for all students? Yes

How will it support inclusion in the general ed class? This practice helps students, especially
students with ADHD be able to have a mini break from being lectured to talk to their partners
about what was just taught or about what they thought.

4. Partial Outlines

Summary: When a teacher gives the students less lecture time and more time working with
partners or working hands on.

Research to support: “Research has shown that students have a better

understanding, do better on exams, and stay more engaged with the content
during lecture when they are provided with partial, rather than complete lecture
notes or PowerPoints.” [Link]

Cost and time: No cost. The time put in may be less than the time spent doing

long lecture.

Feasible in a general ed class? Yes

Who is the interventionist? The teacher

Can it be used for all students? Yes. This is great for all students.

How will it support inclusion in the general ed class? As a future teacher, I have seen many
times teachers with partial outlines/powerpoints and teachers with hour long powerpoints. The
students get much better grades when they have less lecture time and more time to work with
partners or hands on.

5. Seating arrangements

Summary: “Seat the student with ADHD away from distractions and close to the teaching action.
o Place the student in close proximity to instruction so the teacher can monitor the student’s
work. o Place the student by peers who are attentive workers. o Place the student away from
distractions such as windows, the pencil sharpener, the door, and other high-traffic areas. o Add
 Parker 48

distance between student desks. o For independent work, use desks with attached chairs rather
than tables where several students are seated.”
[Link]

Research to support: “. In order to replicate and extend previous research (Wheldall, Morris,
Vaughan and Ng, 1981) that found rows to be most beneficial for children with low initial on-task
behaviour in a heterogeneous classroom, Wheldall and Lam repeated the study in a special school
for ‘behaviourally troublesome children with moderate learning difficulties’ (p. 304). They found
that, overall, rows doubled on-task behaviour and decreased the disruption rate by two-thirds.”
[Link]

Cost and time: May cost the teacher’s money to get different seats but no time.

Feasible in a general ed class? Yes

Who is the interventionist? The teacher

Can it be used for all students? Yes, the seating arrangement can be used for all.

How will it support inclusion in the general ed class? Seating is a huge issue with today. Many
people believe flexible seating is the way to go, many disagree. With students that have ADHD, I
believe it is very important to have flexible seating.

Resources:
1. [Link]

a. Rate: 10

b. I really like how this website has books and magazine references all over it. The
home page says, “Helpful books, links, apps and tools.” For ADHD

2. [Link]

a. Rate: 9

b. “Here’s everything you need to know about Attention Deficit Hyperactivity Disorder
(ADHD) in children. Thomas E. Brown, PhD, discusses ADHD diagnosis, ADHD
symptoms, available ADHD treatment options, and ADHD medication.”

3. A Bird’s-Eye View of Life with ADD and ADHD: Advice From Young Survivors by: Chris A
Zeigler Dendy and Alex Zeigler

a. Rate: 10

b. “The authors compiled a collection of advice and words of wisdom from teenagers
 Parker 49

and young adults who struggle with this disease. The intent of the book is to offer
firsthand experience, helpful hints, and facts about ADHD to adolescents and their
families from the people who know it best: those with ADHD.”

4. ADD and Me: Forty Years in a Fog by: Ken Patterson

a. Rate: 9

b. “This book is a first-hand account of living life with ADHD. Mr. Patterson describes
how ADHD affected his ability to succeed in education, employment, a military career,
and relationships as an adult and learning to handle his symptoms and achieve his goals.”

5. [Link]

a. Rate: 8

b. This is a great tool for parents to look at to help them understand their child and to
see what they are feeling. The nice part about this, is there is results that are scientifically
proven.

6. [Link]

a. Rate: 7

b. “AACAP's Practice Parameters for the Assessment and Treatment of Children and
Adolescents with Attention-Deficit/Hyperactivity Disorder aids mental health
professionals and physicians in their clinical decision making. The Practice Parameters
show the best treatment options available to families living with childhood and
adolescent mental illness.”

7. [Link]

a. Rate: 9

b. GREAT TOOL. This will help parents rank where their child is at and get a clear
idea if their child may or may not have a type of ADHD

8. Driven to Distraction (Revised): Recognizing and Coping with Attention Deficit Disorder by Edward
M. Hallowell M.D. (Author), John J. Ratey M.D. (Author)

a. “The authors explore the varied forms ADHD takes, from hyperactivity to
daydreaming. They dispel common myths, offer helpful coping tools, and more.”

9. [Link]

a. Rate: 10

b. This website does a great job at showing parents how to help their students cope
with this disorder and helping them to teach their child it is okay.

10. [Link]
 Parker 50

a. Rate: LOVE THIS 10

b. This video over an hour long and it teaches parents how to help your child succeed.
It is very important that a parent helps and pushes their child

5 Resources:
1.
[Link]
de_201305.pdf

a. This is a great guide for parents to look at for questions on medications. It is always a great
tool to keep on hand.

2. Call 866.852.4001 to schedule an appointment.

a. This is for Pine rest in West Michigan. It is for parents to call and set up and appointment to
help their student.

3. Email info@[Link]

a. This is a Michigan service that is to help students with disorders and disabilities.

4. Children and Adults with Attention Deficit/Hyperactivity Disorder (Grand Rapids CHADD) 7269 De
Costa Dr. NERockford, MI 49341

a. This is the location of another service in Michigan near West Michigan to help
students and adults especially with ADD and ADHD.

5. CLC Network (Christian Learning Center) 4340 Burlingame Ave. SW Wyoming, MI 49509

a. This is another great resource right her in Wyoming Michigan that is a learning center
to help support these students.

5 Resources that promote inclusion:

1. [Link]
a. “Adjustments need to be tailored to meet the individual's needs. Students with ADHD
are not all alike: the nature of the student’s disability and its impact on learning will vary
significantly. Your first step is to discuss with the student his or her particular needs."
2. [Link]
a. This is a website that addressed how to promote inclusion into the classroom.
3. [Link]
a. “ Among the recommended components of these plans are a variety of classroom
interventions (including behavior management), with a special emphasis on
environmental modifications. Similarly, the recent reauthorization of IDEA, with its
 Parker 51

requirements for functional assessments, should increase the frequency with which
classroom-based behavioral interventions are considered for these students.”
4. [Link]
a. “Inclusion is never only a practical issue of placement. School-wide systemic change,
together with well-functioning, multi-tiered support, can promote the inclusion of all
pupils.”
5. [Link]
a. “According to the National Education Association, educational equity means that
education should be accessible and fair to any child who wants it. In principle, it’s based
on the 14th Amendment and the 1954 school desegregation case Brown v. Board of
Education.”

10 Accommodations:
1. Squeeze balls (sensory toys)
a. Students with ADHD typically need to have something they can touch or play with at
most times. Having sensory quiet toys available to them will help them focus and stay on
task.
2. Visual cueing/scheduling
a. Students with ADHD should always have visuals and schedules for them to see. This will
help them stay on task.
3. Mind maps
a. This will help students visualize and organize their information. Helping the student fill
this out will help the relationship.
4. Graphic organizers
a. Graphic organizers can help a student to understand and visualize their work. This is
great for not just ADHD students. It is good for any visual learner.
5. Use concrete hands-on materials
a. Using hands on materials can make a child connect to the material and understand the
learning. For example, students with ADHD typically need all hands on or visuals to
learn. Their brains are always moving and having a concrete material will be useful.
6. Manipulatives
a. Same as the concrete materials. For example, when it comes to math, bring in the 10’s
frame manipulatives. Let them touch this to learn. Let them use these on tests.
7. Ability grouping
a. Group the students others like them. This will make many minds come together and make
a great product.
8. Buddy/peer tutoring
a. This will always be a great accomodation for all abilities. Teachers should have students
have older buddies that they can meet once or twice a month.
9. Use of headphones
a. Students with ADHD get distracted very easily. Having headphones available to them at
times the room needs to be quiet, will help them focus.
10. Special lighting
a. Special lighting is huge. The bright lighting in classrooms can make students tired and
not focused. Making sure you have lamps and lights around will help the focus and
learning.
 Parker 52

Used: [Link]

Conclusion/ Final Thoughts:

Final thoughts on ADHD. I feel like ADHD is not talked about enough. If it is talked about, it’s typically
people saying “ADHD is being diagnosed way
too often nowadays.” Well, when you look at
the research, it should be diagnosed. A child
needs help to focus on schooling and typically
the only thing that will help them to focus is
medication. This is huge in helping them. I
have a student at my school that has terrible
ADHD and he is two different students with
and without medication. He is the sweetest
child either way but he cannot focus when his
medication has not kicked in or when it wears
off.

Traumatic Brain Injury

 Parker 53

Introduction:
Traumatic Brain Injury is a disability that is not talked about enough. The stress and issues that this can
put on students is crazy. I choose this to talk about and learn more about it. I feel that students with this
disability struggle greatly. It is important to be informed.

I subbed in a classroom many times last year with a student who has a TBI. This student was taken out of
the class multiple times a day for hours at a time. He struggled greatly with staying in the general
education classroom.

Definition:
“Traumatic brain injury (TBI) is a nondegenerative, non congenital insult to the brain from an
external mechanical force, possibly leading to permanent or temporary impairment of cognitive,
physical, and psychosocial functions, with an associated diminished or altered state of
consciousness.
The definition of TBI has not been consistent and tends to vary according to specialties and
circumstances. Often, the term brain injury is used synonymously with head injury, which may
not be associated with neurologic deficits” [Link]
overview

Causes:
1. “Falls: Responsible for 47 percent of reported cases, notably in children aged up to 14 years and
adults aged over 65 years
2. Motor vehicle accidents: These accounted for 14 percent of cases, especially in the 15 to 19-year
age group.
3. Being struck by or colliding with an object: 15 percent of TBIs resulted from a collision with
either a moving or stationary object.”

[Link]

Statistics:
● There are about 235,000 hospitalizations for TBI every year, which is more than
20 times the number of hospitalizations for spinal cord injury.
● Among children ages 14 and younger, TBI accounts for an estimated 2,685
deaths, 37,000 hospitalizations and 435,000 emergency room visits.
● Every year, 80,000-90,000 people experience the onset of long-term or lifelong
 Parker 54

disabilities associated with TBI.

● Males represent 78.8 percent of all reported TBI accidents and females
represent 21.2 percent.
● National statistics estimate between 50-70 percent of TBI accidents are the
result of a motor vehicle crash.
● Sports and recreational activities contribute to about 21 percent of all TBIs
among American children and adolescents.
● The mortality rate for TBI is 30 per 100,000, or an estimated 50,000 deaths in the
U.S. annually. Of those who die, 50 percent do so within the first two hours of
their injury.
● Deaths from head injuries account for 34 percent of all traumatic deaths.
Beginning at age 30, the mortality risk after head injury begins to increase.
Persons age 60 and older have the highest death rate after TBI, primarily
because of falls, which have a rising incidence in this age group.

Prevalence:
About 1.7 million cases of TBI occur in the U.S. every year. Approximately 5.3 million
people live with a disability caused by TBI in the U.S. alone.

Impact on Education:
“ The student will be in a regular classroom. In addition to the teacher, a special
education teacher will be available to adjust the curriculum to the student's abilities.
While this arrangement allows the student to be in class with peers, it may not provide
the intensive help some students need.” [Link]
Brain-Injury

5 Evidence-Based Interventions:
1. Cognitive Therapy

Summary: “Cognitive intervention is a general description for a variety of therapeutic

approaches, all designed to address psychological problems at the cognitive (conscious mind)
level, through the activation and analysis of thoughts, experiences, memories, and senses. By
drawing attention to what is going on in their minds, therapists can enlist the patients' help in
finding solutions that will be effective and permanent.”
[Link]
 Parker 55

Research to support: “Numerous outcome studies show that cognitive therapy is as or more
effective than medication in the treatment of depression, anxiety, obsessions, and other fears and
does not have the negative side-effects of medications.”
[Link]

Cost and time: Varies by therapist but can cost a lot per session. 45 min. sessions

Feasible in a general ed class? This would not be done in the classroom

Who is the interventionist? Therapist

Can it be used for all students? Just students who need the assistance.

How will it support inclusion in the general ed class? It will help the students that have a TBI
be able to use what they learned and implement that into their class.

2. Strength Training

Summary: “ Strength Training of lower limbs, trunk and pelvis surrounding muscles”
[Link]

Research to support: There is no research to support this.

Cost and time: The cost would be the remaining of insurance.

Feasible in a general ed class? No

Who is the interventionist? Trainer and Parent

Can it be used for all students? Typically, only people who need the help for this is if
something happens where it is needed.

How will it support inclusion in the general ed class? It can help the student to be more
engaged and help them to physically move around the room.

3. Social Skills Intervention

Summary: “A social skills intervention was designed to increase the frequency and length of
social interactions with peers.”

Research to support: There is no known research

Cost and time: If it is in students IEP, it will be implemented in school.

Feasible in a general ed class? Typically students will be pulled out

Who is the interventionist? The therapist and the teacher

 Parker 56

Can it be used for all students? This will be used for students who need it.

How will it support inclusion in the general ed class? This will help the students in the
long run gain interactions with their peers.

4. Therapeutic Intervention

Summary: “Several different approaches have been used to modify behavioral problems
in individuals with TBI, some with more success than others. Most of the therapeutic
intervention strategies were developed originally for individuals with learning disabilities,
emotional dyscontrol, and psychiatric disorders. Studies have shown that with some
adjustments or combination of approaches, these intervention strategies can benefit
individuals with TBI” [Link]
after-brain-injury

Research to support: “However, most researchers agree that additional studies should
be conducted to better measure the effectiveness of therapeutic interventions that have
been adapted for use with persons with TBI” [Link]
behavioral-problems-after-brain-injury

Cost and time: Can cost a lot depending on the therapist. Sessions depend on need.

Feasible in a general ed class? No

Who is the interventionist? Therapist and Parents

Can it be used for all students? Typically used for students with learning disabilities but
can be used for students with TBI

How will it support inclusion in the general ed class? This will help the students
behavior in the classroom.

5. Constraint-Induced Movement Therapy

Summary: “Concentrates on repetitive tasks of affected upper limb, designed with principles of
task specific training to address the specific motor deficit and utilise the upper limb for as long as
possible.” [Link]

Research to support: “This study compared two groups of children, with one group receiving 3
hours of CIMT per day and the other group receiving 6 hours of CIMT per day. Therapy lasted 21
days. Overall, both groups showed comparable improvements at 1-week and 1-month following
treatment. This study had a small sample size with 9 children per group. Future research should
address long-term effects, enroll larger and more diverse number of participants, and determine if
even smaller doses of daily CIMT will be just as effective.”
 Parker 57

[Link]

Cost and time: “Ranges in costs per patient and total annual costs are shown:
approximately $884 per patient for a 2-week (10-day) low intensity CIMT program
(annual cost of $0.46 million) to $1,857 per patient for a 3-week (15-day) high intensity
CIMT program (annual cost of $0.97 million)”
[Link]

Feasible in a general ed class? No

Who is the interventionist? Therapist and Parent

Can it be used for all students? For students who need assistance.

How will it support inclusion in the general ed class? This can help the studentto become
stronger to become more engaged in the classroom.

Resources:
1. Elvin: The Elephant who Forgets Book by Heather Snyder

a. I love the thought of this book. It can help spread awareness around your classroom to
your students. It can help the student in your class with TBI realize they aren’t alone.

b. Rate: 10
2. [Link]
a. This is a great website that will help the parent to understand their child. It will help them
to be calm and teach their child the best they can. It also gives stories about other students
and families
b. Rate: 9
3. Brain Workout (Android users only)
a. “We love Brain Workout! This is an excellent app that’s both easy to use and full of fun
mini-games. You can even select different difficulty levels, if you want a true challenge.
We’d recommend Brain Workout to just about anyone who wants to improve their
memory and cognitive skills, in no time. Read more at [Link]
mobile-apps-recovering-tbi/#0DQVJvO2xcAMEArG.99”
b. Rate: 10
4. Awesome Memory APP
a. “ This app is simply one of the best memory improvement innovations on the market
today! Read more at [Link]
tbi/#0DQVJvO2xcAMEArG.99”
5. Arnie’s MRI by: Jenny Archibald
 Parker 58

a. “In this clever children’s story book about Arnie the armadillo, Arnie takes the reader on
his very own journey into "space" as he shares his experience about having an MRI when
he hurts his head. Once he learns about the procedure, he is no longer scared. Simple
language helps children understand what an MRI brain scan is so they are not afraid of
medical procedures when they get hurt. This colorful story book is an excellent tool for
children to learn about an MRI and how to prevent head injury and a concussion by
always wearing a helmet when doing activities “that make you go fast.”
[Link]
b. Rate: 8
6. [Link]
a. This website is great for explaining to parents the needs for their child. It answer parents
questions, gives facts and strategies. It is a very reliable website.
b. Rate: 7
7. [Link]
a. This is a video that shows the life of a family with TBI. This is great for the students to
learn about others like them. That they are not alone.
b. Rate: 10
8. [Link]
a. This website has so many resources inside of it. It is pretty much a home base of
resources. You can go and click on any of them and they will all help a parent.
b. Rate: 8
9. [Link]
a. This is a website for CHILDREN with TBI. This is an amazing idea. There are places for
students to go to learn and help their ability.
b. Rate: 10
10. [Link]
a. Here is a whole list of tips and strategies for parents and teachers. This is a website to
spread the awareness and needs of these students.
b. Rate: 8

5 Resources: Pamphlets:
1. [Link]
a. “ is a directory of resources to help persons with TBI find the services they
need as well as helpful information for providers and families.”
b. [Link]
71550_2941_4868_42176---,[Link]
2. [Link]
ury_and_Their_Families_201404_7.pdf
 Parker 59

a. This is a brochure to help families that have people with TBI.

3. [Link]
a. This is a website that will direct people in Michigan to the services they need
for their child
4. [Link]
_with_Persons_with_Brain_Injury_and_Their_Families_201406_7.pdf
a. This is a brochure to help the people that care for the child. This can be
directed to the teachers to help their students with TBI
5. [Link]
a. This is a whole booklet to help these students. This is an explanation of things
that are needed to know by the people caring for the child. A great resource.

5 Resources that promote inclusion:

1. [Link]
and-teaching-strategies-for-traumatic-brain-injury-tbi-students/
2. [Link]
3. [Link]
4. [Link]
5. [Link]

10 Accommodations:
1. Have students sit near the teacher in the classroom.
a. This can help the students' eyes. As they have a brain injury, their eyes can have
sensitivity and can hurt squinting. Placing the student close can resolve or help this.
2. Keep distractions to a minimum.
a. Try to keep distractions at a minimum as this can cause lots of brain activity to be going.
Try to keep one thing going at a time and not distractions.
3. Use peer note-takers.
a. A peer note-taker can help the student to focus on the content being taught while not
having to worry about the writing.
4. Allow students to use a tape recorder.
a. If a student is able to tape a record, they can go back later to listen to the content if they
need.
5. Provide assignments in writing.
a. Don’t just verbally say the assignments, give students written directions for them to see
and refer back to.
6. Teach in small groups.
a. Teaching in a small group may help the student to focus and have a more clear
understanding.
7. Schedule classes when a student's attention is best.
a. When a student's brain is injured, they have little focus time. They may only have a few
times throughout the day that their attention is best. This is not their fault, it may just be
 Parker 60

the way their brain is. Learn your students.

8. Focus student’s attention with verbal and nonverbal cues.
a. Understand that your student may struggle greatly. Understand that they may not tell you
verbally that they are struggling. A teacher will have to be able to read their student and
tell if the student is at a frustrating level.
9. Allow students to have frequent breaks.
a. Give the student lots of breaks as their brain needs it. Maybe a 5 minute break once an
hour. It will be stated in their IEP.
10. Have students use a daily organizer to aid memory.
a. To improve their memory, help them to make a daily organizer.

Citation: [Link]
and-teaching-strategies-for-traumatic-brain-injury-tbi-students/

Conclusion/Final Thoughts

My final thoughts on this are interesting. I never really

took the time to research about TBI and after doing so I
have learned a ton. I have understood all the causes of
this. It is not just from falling and accidents. It can be
many other causes. Most of the time, it is not the students
fault. The best thing someone can do is be there and help
the student through it all. As a parent, there needs to be a
high patience level. You can not get frustrated with the
student as this is a brain injury. This is not a scrap on the
knee, it is the most productive organ in the body that
helps every part of the body.