WORKING ALONG STUDENTS WITH DISABILITIES

WORKING

ALONG

LEARNING OUTCOMES

1.

Identify and define common characteristics of

students with varying disabilities.

2.

Recognize and use student/person first language.

3.

Review and understand various positive behavior

techniques to foster positive relationships and

maintain a safe environment.

4

GROUP NORMS AND EXPECTATIONS

Put all electronic

devices on silent Engage and participate

5

STUDENT RISK FACTORS

Family and community factors

◦ poverty, parental unemployment and/or low educational attainment, homelessness, transience or living in out-of-home care, family

breakdown/relationship issues and domestic violence.

Personal factors

◦ physical or mental health issues, disability, behavior issues, substance misuse or dependency, pregnancy or parenting, and caring responsibilities.

School-related factors

◦ negative relationships with teachers or peers, unsupportive school culture, limited subject options and lack of student participation in decision making.

“ Sometimes students demonstrate

problem behaviors because their basic

needs are not being met”

DEFINING DISABILITIES AND COMMON

CHARACTERISTICS OF STUDENTS WITH

DISABILITIES

What is a disability?

- a physical or mental impairment that substantially

limits one or more major life activity (American

Disability Act)

DISABILITY ELIGIBILITIES

1. Autism Spectrum Disorder

2. Deaf or Hard-of-Hearing 3. Developmentally Delayed

4. Dual-Sensory Impaired (Deaf-Blind) 5. Emotional/Behavioral Disabilities

6. Gifted

7. Homebound or Hospitalized 8. Specific Learning Disabilities

9. Speech and Language Impaired 10. Visually Impaired (Blind and Partially Sighted)

11. Intellectual Disabilities 12. Orthopedic Impairment 13. Other Health Impairment 14. Traumatic Injury

AUTISM SPECTRUM DISORDER (ASD)

Definitions:

1- a complex neurobehavioral condition that includes impairments in social interaction and developmental language and communication skills

combined with rigid, repetitive behaviors.

2- a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.

AUTISM SPECTRUM DISORDER (ASD)

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SENSORY CHARACTERISTICS

•Objects appear dark and lose some features •Central vision is blurred and peripheral sharp •Poor depth perception

•Objects and lights can appear to jump

around

•Images are fragmented

•High or low pain threshold

•Difficulties with clothing and

brushing

•May not hear particular sounds •Might enjoy loud sounds

•Noise or sounds are distorted •Inability to cut out sounds

•May not like to be touched •May be sensitive to scents

“When I am concentrated on the sound, I felt my eyes and nose shutting off. I could never do everything together at the same time. That is, I could not see you and at the same time hear you. The result was knowledge of a fragmented world perceived through isolated sense

SENSORY STRATEGIES AND TECHNIQUES

Be aware- look at the environment to see if it is creating difficulties. Can you change anything?

•Visual supports to communicate directions or expectations •Reduce lighting

Stay calm- students are looking to you for reassurance

•Speak slowly and calmly

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COMMUNICATION AND LANGUAGE CHARACTERISTICS

•Non-verbal to very verbal, use of AAC

device

•May use echolalia or speak in rote

phrases

•Talk out loud to self

•Inconsistent responsiveness to

suggestions or directions

•Difficulty understanding humor or

sarcasm

•Tone of voice

•May have a large vocabulary, however may

have difficulty expressing themselves

•Difficulty initiating and sustaining

conversations

•Difficulty answering questions

•Attend to one word in a sentence •Deliver lectures or monologues

•Nonselective about appropriateness of

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•A deficit in social reciprocity and perspective of others

•Challenge maintaining eye contact

•Actions or behaviors may come across as rude or odd

•Unusually intense or focused interests •Insistence on sticking to routines

•Make statements that are factually true but socially inappropriate

•Miss nonverbal cues

SOCIAL AND BEHAVIORAL CHARACTERISTICS

•Exceptional recall of people’s names •Withdrawn or demonstrates some

social isolation- would rather play by self

•Could crave interactions, but they do not know or understand how to access or how to maintain

BEHAVIOR STRATEGIES AND TECHNIQUES

•Be consistent •Be aware

•Consider the sensory and

physical environment

•Speak clearly •Use visuals

•First, then

•Tell them what you want explicitly •Transition object

•Offer a safe space or ‘time-out’ •Ask for help or support

EMOTIONAL/BEHAVIORAL DISABILITY

(E/BD)

Definition: an emotional disorder characterized by excesses, deficits or disturbances of behavior exhibited over a long period of time and adversely affects a the individual’s major life activities:

•inability to learn

•inability to build or maintain peer to peer or peer to adult

relationships

•inappropriate types of behavior or feelings under normal

circumstances

COMMON DISORDERS ASSOCIATED

WITH E/BD

Anxiety Disorder Bipolar Disorder Eating Disorder

Oppositional Defiant Disorder Conduct Disorder

Depression

COMMON EMOTIONAL OR BEHAVIORAL

CHARACTERISTICS

•Depressed mood

•Excessive irritability or anger •Oversensitivity to comments •Crying spells

•Withdrawal from others •Impulsive

•Destruction of property

•Disinterest in appearance •Changes in energy levels •Talking rapidly

•Frequent self criticism

E/BD STRATEGIES AND TECHNIQUES

They need a positive, structured environment which

supports growth, fosters self-esteem, and rewards

desirable behavior.

Be aware and be calm when administering positive

STRATEGIES AND TECHNIQUES

•State the behavioral expectation in clear and concise terms •Tell the student what you want them to do in positive terms •Avoid a power struggle

•Limit physical contact

•Use visuals to augment/enhance comprehension •Praise students for good behavioral choices

STRATEGIES AND TECHNIQUES

request

•Use a calm and quiet voice

•Give the student time to respond, react, etc. •Describe the behavior you want

•Make a request no more than two times

•Make more “start” request than “stop” request

STRATEGIES AND TECHNIQUES

•Build a positive and trusting relationship •Avoid or diffuse the confrontation

•Remain confident •Do not use sarcasm

PEOPLE FIRST LANGUAGE

Person with a disability

Person with a mental health issue/challenge Person with a autism

Person who is blind or deaf Person with cancer

HTTP://WWW.DCF.STATE.FL.US/PROGRAMS/CHILDWELFARE/CAREGIVERS/MANAGING-STRESS.SHTML

STRATEGIES

TO REDUCE

STRESS

Get enough sleep every night

Stay hydrated

Get regular exercise

Spend time away from students

Access fun, yet healthy activities based

on your interests

Take time to spend with your spouse,

partner and friends.

HTTPS://BETHROGERSON.COM/

Give Yourself a

Time Out

7 Steps to an Adult Time Out

1.

Stop and get calm

2.

Notice and name your

reaction

3.

Describe what is

happening to your body

4.

Interview yourself

5.

Write down what you

learned

6.

Be compassionate

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The 4-7-8

Breathing

Exercise

1. Exhale completely through your mouth, making a whoosh sound.

2. Close your mouth and inhale quietly through your nose to a mental count

of four.

3. Hold your breath for a count

of seven.

4. Exhale completely through your

mouth, making a whoosh sound to a count of eight.

5. This is one breath. Now inhale again and repeat the cycle three more

SUMMARY

1) People first language

2) Be aware

3) Stay calm