Special Education

Table of Contents
Autism
Tips for Parents
Tips for Educators
Tips for Student
Technology/Internet Resources

Cerebral Palsy
Tips for Parents
Tips for Educators
Tips for Student
Technology/Internet Resources


Traumatic Brain Injury
Tips for Parents
Tips for Educators
Tips for Student
Technology/Internet Resources

oReferences
oReferences #2


Autism
The definition of autism is a complex process. Most experts agree
that autism is a brain development disorder characterized by
impaired social interactions, limited communication and repetitive
behaviors. Signs usually appear before age 3. The cause isn't clear, but
recent scientific studies believe there is a strong genetic base. New
research comes out almost every day on possible causes. Some
groups advocate for environmental causes such as induced labor,
heavy metals, pesticides and childhood vaccinations.
Tips for Parents
How to Address Inappropriate Behavior in Children with ASD
Get a professional Functional Behavioral Assessment with a behavioral consultant. They can help
you create a behavior plan.
Keep track of behavior issues, what happened before, during, after.
Ask other parents what they have found useful in similar situations.
Choose your battles.
Find socially acceptable replacements.
Use a visual timer to signal the end of a task and the beginning of either a break request or the
next task.
Be proactive and make a plan to prevent inappropriate behavior before it can occur. Social stories
may be appropriate here.
Redirect the child engaged in inappropriate behavior (or ignore attention-seeking behavior) and
immediately reward positive behavior.
Teach appropriate solutions for the child to get out of stressful situations.

Tips for Educators
1. Create a visual schedule with built in breaks so a student will see a concrete
beginning and ending.
2. Always keep your language simple and concrete..
3. Teach specific social rules/skills, such as turn-taking and social distance.
4. Give fewer choices.
5. If you ask a question or give an instruction and are greeted with a blank stare,
reword your sentence.
6. Avoid using sarcasm.
7. Avoid using idioms. Special Education Strategies
8. Give very clear choices and try not to leave choices open ended.
9. Repeat instructions and checking understanding.
10. Providing a very clear structure and a set daily routine including time for
play).


Tips for Other Students
Make sure that you have their attention before communicating with
them. Make sure you call on their names everytime you want to talk
with them.
Do not demand eye contact.
Use concrete language. Keep it simple and straight to the point.
Be careful with metaphors, sarcasm and irony. Explain everything that
has a double meaning.
Allow extra processing time. (Six-second rule).

Technology/Internet Resources
http://www.atinternetmodules.org/ - ATIM is designed to provide
high-quality information and professional development on assistive
technology (AT) for educators, professionals, families, persons with
disabilities, and others. Each module guides you through case
studies, instructional videos, pre- and post-assessments, a glossary,
and much more. ATIM modules are available at no cost.
http://www.ocali.org/project/lending_library - not sure if its a right
fit, this library has numerous items to try before you buy
http://www.nationalautismresources.com/ - the leader in providing
quality autism products for teachers and therapists since 2006
Cerebral Palsy
Cerebral palsy is a term used to describe a collection of disorders
caused by abnormal brain development or damage to the brain that
occurs around the time of birth or early in life.
Cerebral palsy causes problems with muscle tone, movement,
balance and/or coordination. Symptoms and effects range from mild
to severe. In some infants, problems are evident soon after birth. In
others, diagnosis comes in later infancy or toddlerhood.
http://vimeo.com/93400292
Tips for Parents
Find social opportunities early, and often
Make sure activities include able-bodied children and adults
Tell a child how much he or she has in common with others
Cultivate a childs interest
If a child rejects your child, its his or her problem
Consider a childs true identity
Establish limits
Focus on abilities
Talk to other parents
Encourage a child to share his or her story
Tips for Educators
Understand the nature of a childs disability
Teach from a compassionate point of view
Make sure students are showing sensitivity
Call on a special needs student during lectures
Find ways similar paths for physical participation
Give children all of the information they need about a classmates disability
Discuss the importance of diversity and social acceptance
Debunk the meaning of normal
Ask a child-any child-if you can help them out
Address stereotypes
Tips for Students
Let the students know what they might see while with their classmate.
Speech disorders
Muscle coordination problems
Seizures
Incontinence
Joint and muscle pain/weakness
Drooling
Developmental delays
Learning disabilities
Hearing impairments
Vision impairments
Greater incidence of choking
Higher risk of accidents caused by lack of muscle control and limited mobility
Involuntary movements of affected parts of the body including limbs, trunk, face, and neck
Increased sensitivity to touch
Increased susceptibility to severe illnesses such as pneumonia

Technology/Internet Resources
Assistive technology any item, piece of equipment, or system,
whether acquired commercially, modified, or customized, that is
commonly used to increase, maintain, or improve functional
capabilities of individuals with disabilities.
Wheelchairs
Communication Devices
Touch Screens
Switch operated devices
Standing Equipment
Adaptive Motor Vehicles
Adaptive bathrooms, kitchens, bedrooms.
Traumatic Brain Injury
A TBI is caused by a bump, blow or jolt to the head or a penetrating
head injury that disrupts the normal function of the brain. Not all
blows or jolts to the head result in a TBI. The severity of a TBI may
range from mild, i.e., a brief change in mental status or
consciousness to severe, i.e., an extended period of
unconsciousness or amnesia after the injury.
Tips for Parents
Keep organized records
Meet and share with other parents
Do not assume that school personnel have more
information than you do about TBI!
Collaborate with Physicians and School Personnel
Seek family resources
Monitor childs performance


Tips for Educators
Provide a distraction-free work environment
Use simple directive language using concrete vocabulary
Keep track of reports of all assessments and students progress

Tips for Students
When introduced to a person it is appropriate to offer to shake hands
Offer assistance then wait until offer is accepted
Dont be afraid to ask questions

Technology/Internet Resources
Home-made aids are simple solutions for many types of cognitive problems. A large print calendar is an
important tool to note daily routines, appointments, special occasions, and future events..
A checklist may be used to help remind a person to complete certain tasks.
Small voice recorders on keychains or message recorders can be pre-recorded with reminder messages
including appointments, telephone numbers, grocery lists, or prescription refills.
Ipods-Ipads-Iphones, use touch screen capability and allow an individual to easily input, save, and retrieve
notes, telephone numbers, dates and daily reminders, and to-do lists. A built-in calendar displays the entire
month at a glance while cursor controls allow scrolling from day-to-day or month-to month.
The Visual Assistant is a handheld microcomputer that provides task-prompting support by providing digital
pictures, along with custom recorded audio messages that provide step-by-step instructions.
The Pill Alert provides an alarm feature that can be set to ring at the time or times medication needs to be
taken.
A Stove Power Controller is equipped with an alarm that may be set for 15, 30, or 60-minute intervals before
the automatic shut-off occurs. This device may be helpful to those who may forget that the electric stove is
on.
The Talking Microwave II provides voice prompts, including announcements for setting or running cook
times, current power level, status of the microwave and reminders to attend to the food.

References
http://www.understandingspecialeducation.com/definition-of-autism.html
http://milestones.org/families/practical-tips/#how-to-address
http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-
students-with-autism-spectrum-disorders
http://learningneverstops.wordpress.com/2012/12/02/practical-tips-to-
make-your-classroom-autism-friendly/
http://www.gillettechildrens.org/conditions-and-care/cerebral-
palsy/?gclid=CLfGkdyulb8CFQGmaQodqqIAJA
http://cerebralpalsy.org/inspiration/breaking-
barriers/acceptance/acceptance-tips-for-parents/


References


http://cerebralpalsy.org/inspiration/breaking-barriers/acceptance/acceptance-tips-for-teachers/

https://suite.io/karen-plumley/29122g6

http://www.cdc.gov/TraumaticBrainInjury/

www.nasponline.org

http://www.brainline.org/content/2011/04/assistive-technology-for-individuals-with-traumatic-brain-injury-tbi.html