1. Learning Disabilities, Autism, and Physical
Disabilities in the Classroom
Ola Samrah, Katrina Piesen, Carina Oceguera
Sped 410
2. Demographics
Asian 0.9%
Black 2.7%
Hispanic 94.4%
White 1.0%
Other 1.1%
Statistics
Low Income 96.5%
Diverse Learners 14.5%
Limited English 14.0%
Level 2 School
Pilsen
classroom languages in Spanish and French
3. Disorder in which one or more
of the basic psychological
processes involving language
-listen, think, speak, read,
write, spell, or perform
mathematical calculations
-ex. perceptual
disabilities, brain injury,
minimal brain dysfunction,
dyslexia, and developmental
aphasia
5. Modifications for Reading
- Extended time allotted for completion
-Repetitive passages
-Study Sheets/ Outlines
-Shortened text
-Read then paraphrase
-Taped Textbooks
-Large print and/or highlighted text
6. Modifications for writing
-Provide an outline
-Supplemental aids(vocab lists)
-Shorter requirements
-Scribe aid
-Allow more time
-Allow editing
7. Grading
-Emphasize successes
-Credit for class participation
-Assist with note taking
-Self-testing
-Allow more space for testing
-Fewer repetitve test items
-Record or ditate responses (technology)
8. Social modifications
-Give credit for participation
-Tutoring assistance (peer, teacher,
classmate)
-Assistance with organization/planning
- Reduce distractions (seating arrangement)
-Cooling-off period
-Breaks
-Clearly define limits
11. Autism is a disability that seriously affects both a child’s
verbal and nonverbal disclosure, social behaviors, and
learning. Children with Autism usually undertake
repetitive activities and movements as well as resist
environment or daily routine changes.
There are six major characteristics of Autism: Atypical
language development, atypical social development,
repeated behavior behavior, sensory and movement
disorder, and differences in intellectual functioning.
12. Academic Success for Students with Autism
The best way to assist high school students with autism
with learning is by using a strategy called Discrete trial
teaching which has three parts:
● Discriminative stimulus
● Response
● Reinforcing stimulus
13. Example of Discrete Trial Teaching
Say, for example, you want to teach an
adolescent how to sort items into a container
by color. You would ask the student to find
the color blue first (discriminative) then, if
the student finds the correct color (response),
a verbal praise is given (reinforcer).
14. Social Assistance
Students with Autism have a hard time recognizing facial
emotions so it’s hard for students to make friends. One
strategy to promote friendships for students with Autism
is to introduce them to extra curricular activities they will
like; that way, they will be in a setting with others who
have the same interests. In addition, a teacher could find
out common interests among his/her students and
“buddy” them up to help them make friends in the
classroom as well.
16. What is a Physical Disability?
•“Students with a physical disability have an acquired or congenital physical
and/or motor impairment such as cerebral palsy, spina bifida, muscular
dystrophy, arthritis, developmental coordination disorder, amputations, genetic
disorders, etc. The disability may interfere with the development or function of
the bones, muscles, joints and central nervous system.”
•Characteristics
–Paralysis - Unsteady gait
–Altered muscle tone - Loss of, or inability to use, one or more limbs
–Difficulty with gross-motor skills
–Difficulty with fine-motor skills
17. What does this mean for the student’s
education?
•Mobility
•Assessments
•Class participation
• Social isolation
•Attendance
18. What Can We Do?
Assistive Technology
- Assistive writing tools
- Switch technology
Strategies for teaching
- Classroom arrangement
- Have parent/student/teacher meetings to ensure that the
classroom has been adapted to properly accommodate the
needs of the student as indicated by the IEP.
- Modify assessments, assignments and activities.
19. Social Interactions
- Buddy systems
- Participation in Physical Education
- Welcoming Environment
- Participation in activities throughout the
school/community
20. Summary
These inclusionary methods mentioned in the
presentation reflect the needs that students with
Learning Disabilities, Autism, and Physical Disabilities
have. This presentation provides general approaches
towards providing an inclusive environment, each student
should be accommodated with their needs in mind.The
inclusion process is not a one size fits all approach but a
very individualized process.
21. Works Cited
Adaptive Physical Education: Modifications for Children With Physical Disabilities. (n.d.). Retrieved May 3, 2015, from
http://www.brighthubeducation.com/special-ed-physical-disabilities/49396-adaptive-physical-education-
modifications-for-children/
Applications of Universal Design in Primary and Secondary Education. (n.d.). Retrieved May 3, 2015, from
http://www.washington.edu/doit/programs/center-universal-design-education/applications-universal-design-
primary-and-secondary
http://www.mpsaz.org/falconhill/staff/kaczekanski/teachers/files/classroom_modifications_and_accommodations_
for_students_with_learning_disabilities.pdf
Physical Disability. (n.d.). Retrieved April 30, 2015, from
http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/physical.html
Turnbull, A. (1995). 2;11. In Exceptional lives:Special Education in today’s schools (Seventh edition ed., pp.38-42;
242-261). Englewood Cliffs, N.J.: Merrill
Notes de l'éditeur
IDEA- Individuals with Disabilities Education Act.
different term used in different contexts , for the purpose of this presentation we will stick with Physical Disabilities
severe and multiple disabilities as well as traumatic brain injuries are sometimes included with the term physical disability
-Gait- a persons manner of walking
-Difficulty with gross-motor skills such as walking or running
-Difficulty with gross-motor skills such as walking or running
-Difficulty with fine-motor skills such as buttoning clothing or printing/writing
Mobility - A students mobility may be slightly or severely affected due to their physical disability
Assessments- a lot of assessments require pencil and paper to complete, when considering that many students that have physical disabilities have trouble with fine-motor skills this becomes a problem if there are no modifications or adaptations.
Class participation- when considering students with a physical disability the physical environment must be conducive for adequate participation.
Social Isolation- students may need help with making friends, they may feel inadequate because of their condition.
Attendance- attendance is not usually considered, but students may be more likely to miss school for doctors appointments, which may lead to missed lessons and assessments.
what can we do to to provide an inclusive environment for our students with disabilities
assistive writing tools- such as EZ grip on the top right hand of slide and Pen again under that which is for students that may have less hand strength
switch technology which can greatly improve the communication ability of the student. switches can also be modified to assist a student in daily living situations.
classroom arrangement- providing a larger desk- ample space to move around as well as accessible classroom materials( lower on the shelves, or a materials spot near the desks if arranged in groups) bags under chairs.
Modify assessments assignments and activities- this can be something like keeping in mind that a student with difficulties speaking and may want to turn in his or her work in a different format, or may want to present but will need more time to do so.
buddy systems that are classroom based and alternated every so often is considered to be a great approach in helping students make friends and create bonds. This can benefit many of the students not just the students that have disabilities.
participation in Phys Ed is also essential for the students that have Physical Disabilities, not only is it a great way to assist the student in keeping their bodies healthy but this will help the student feel like he is truly part of the school when he or she is able to go everywhere his classmates go.
this job of creating a welcoming environment is not just the teachers responsibility, it is the whole administrations duty in the physical environment as well as socially. it is everyones responsibility to help students treat each other in a respectful manner.
participation in activities throughout the school and community is also essential in helping students with any kind of disability to feel like he or she belongs and will further assist in formulating friendships.
