Learning Disabilities  Individuals with learning disabilities have normal or above-normal intelligence and the innate ability to learn at the same rate as their classmates. However, they function at a lower level in the classroom because they have different learning modes than most children. They have problems with the processes most people use to organize and understand information. They are usually auditory or visual learners, but rarely both. They have trouble with one or more of the following skills: listening, thinking, verbal communication, reading, writing, spelling, arithmetic, and motor coordination. Remember, these individuals need successes, large and small. All activities should be designed for differing levels of competence so that each student can attain a positive result.   Individuals who have learning disabilities may become easily frustrated; reduce this by limiting long and complex directions, background noise, etc.   Keep in mind that these individuals might be awkward ---- due to problems with eye-hand coordination.   Some individuals may exhibit signs of restlessness, due to short attention spans. They may be afraid of seeming foolish or inadequate, or of making a mistake. They can become frustrated, and consequently exhibit signs of hostility or engage in disruptive behaviors. These manifestations do not necessarily mean that they are not enjoying the activity.   WHEN WORKING WITH A PERSON WITH A LEARNING DISABILITY  Give extra motivation and lots of praise Establish and maintain routines Give directions in small single units Be aware of low frustration threshold Emotional or Behavioral Disabilities  People with emotional or behavioral disabilities usually have normal IQs but perform poorly in school or in life. Their emotions and behaviors get in the way of the learning process.   Individuals with emotional or behavioral disabilities exhibit one or more of the following characteristics:  Inability to learn which cannot be explained by intellectual, sensory or health factors Inappropriate behaviors or feelings such as being easily frightened or having irrational tears, screaming, loud talking or fighting Inability to build interpersonal relationships with peers or teachers A pervasive mood of unhappiness, depression or rapid mood change Hostile attitude, destructive and/or inappropriately impulsive behavior Hyperactive or withdrawn Needs an unusual amount of encouragement to complete a given task Has difficulty accepting authority figures (teachers, parents, etc) When Working With People with Emotional or Behavioral Disabilities   Be as structured as possible but with allowances for individual expression Give the person a small amount to do at one time with praise at each step to encourage completion. Provide individuals with activities in which they may channel their energies in positive manner Give verbal and non-verbal (wink, smile) recognition for efforts Identify each person’s individual space When communicating, establish eye contact (if possible), keep questions brief and listen attentively Establish procedure, rules and expectations and consistently follow them Be prepared by having alternative approaches planned   Mentally Challenged  There are many degrees and types of mental disabilities. We are not speaking here of “mental Illnesses”, but of developmental disabilities, birth defects or impairments caused by physical trauma, etc.  Individuals who are mentally challenged have below average IQs and often have problems with social behavior. They may progress through various developmental stages, but at a much slower rate than their non-disabled peers.   90% of individuals who are mentally challenged fall into the category of having a mild developmental disability. They have the ability to learn basic academic subjects such as reading, simple mathematics, and social sciences.  They may speak in complex sentences, but comprehension of abstract concepts or steps of logical reasoning are difficult for them.   Individuals who are moderately mentally challenged through creative repetition, are able to learn communication, social and occupational skills. Their curriculum in school is chiefly functional, concentrating on teaching them to survive in their world; and academics are held to a bare minimum. Their language is sometimes limited, and their appearance is often different than their non-disabled peers. They also require attentive supervision.  A person who has severe or profound mentally challenges have extremely limited abilities; many have multiple disabilities. Their disabilities are physically noticeable, and most of them cannot communicate verbally. They may, however, show positive response to various stimuli. Some may be taught the most basic of self-care routines (feeding, bathing, toileting), but most require complete care.   Depending on the degree of disability, the person might: Exhibit poor motor and eye/hand coordination Have a short attention span Have a low frustration level Learn best by imitation (proper role is important) Have poor abstract reasoning ability Have difficulty seeing fine detail Have little self-direction in choosing activities Exhibit inappropriate behavior Have a physical appearance you may initially find disturbing Be overly affectionate, wanting to cling or hug. When Working With A Person Who is Mentally Challenged Keep directions simple Provide motivation with frequent praise It may be necessary to repeat directions often, exercising extreme patience Use simple procedures and terms which they will be familiar Use multi-sensory approaches Allow and encourage the person to accomplish each task on his/her own If a person finds a process too difficult, take his/her hands and guide them through the motions Remember that these individuals are capable of learning and are able to appreciate new experiences. Visually Impaired   Only 10% of the individuals considered legally blind in this country have complete loss of sight; the other 90% people who are “visually impaired”, and have varying amounts of residual vision.  Freedom of mobility is probably the greatest concern for individuals who are visually impaired, but you must never go up to them and grab an arm to guide them without first asking if they would like to be so guided.   When guiding a person Stand next to and a little ahead of the person. Bend you arm at the elbow, and allow them to place their hand of your forearm Walk normally, but perhaps more slowly Give verbal cues along the way to orient them to their surroundings Give advance warning of potential obstacles   When Working With A Person Who Is Visually Impaired, Remember For them touching is seeing Always identify yourself and let them know you are talking to them Inform them you are leaving before you walk away Avoid using gestures and other useless visual communication Speak in a normal voice Converse as you would normally, and don’t be embarrassed if you use words like “see” and “look” Sometimes it is helpful to give directional assistance by using the clock face method ”The ball is at 1:00 o’clock, etc. Touching is not the only way a person who is visually impaired can learn. If you provide a detailed verbal description of an object or of what you are doing, they can visualize it in their mind’s eye. Include a description of everything….texture, weight, scent, size, volume and even color. Try to keep the description concrete and related to things with which they are familiar. Some people have trouble with spatial relationships. Instead of describing the size of something in feet and inches, say, “It is the size of your middle finger” or “If two people as tall as you stood on your shoulders, that’s how tall it is.”  Autism     People who have Autism are not always mentally challenged but 80% are developmentally disabled. All have severe verbal and non-verbal communication disorders, abnormal behavior traits, and a restricted array of activities and interests.   The cause of Autism is not known. There are various levels of Autism, from severe to mild.   Generally, people with Autism:  Are very protective of their space Prefer self-stimulating activities; constant physical and consistent physical motion; such as twirling objects or flapping hands, or repeating the same sound, work, or phrase over and over Many may have “splinter skills” – they may be extremely slow in some areas of development but normal or above average in others Strongly resist changes in routine. May not carry on a conversation (if able to speak), but hear what is said to them May be agile in gross motor areas but use this ability to put the body into contortions     When Working With A Person With Autism   Remember their resistance to change of routine; forewarn them carefully before changing an activity Keep in mind they must protect their own space Use what works for you and the person you are working with. Forget how it may appear to others. Never forget his/her perception of the world is different from yours. Try to understand his/her world before you expect them to master yours. Try everything ….. never give up Learn to accept rejection. Ignore it. Respect it. Don’t leave the person out of any activity. They can participate at their own level. Hearing Impaired   The term “deaf” refers to a hearing impairment so severe that a person is unable to hear even with amplification.   A “hearing impairment” affects the individual’s ability to learn auditorily, but has some degree of hearing that can be enhanced by use of a hearing aid.   When communicating with this person, you must remember that they receive messages visually, depending upon lip-reading or manual communication.  Many of these individuals are trained in the use of total communication, where a combination of sign language and finger spelling is used. To many, English is a second language; they talk and think in pictures.   Give verbal and non-verbal instructions and praise through expression and gestures when working with a person who has a hearing impairment.   When Working With A Person With A Hearing Impairment: Emphasize non-verbal communication; use facial expressions and gestures to help communicate your thoughts. Demonstrate or act out message; create a picture These individuals have varying abilities of verbal skills. If you cannot understand a person, do not get upset or react in a way to make them feel badly. Ask for the statement to be repeated; and if that does not work, ask for the words to be written  down or acted out. Try to avoid coming up suddenly behind a person who is hearing impaired. Since they cannot hear you coming, they may be startled. Remember these individuals cannot look at an object and hear an explanation of it at the same time. Physically Challenged   Physical disabilities and motor disorders interfere with a person’s abilities to function independently; there can be difficulty or inability to walk, or to talk intelligibly; to lift or grasp; or perform self-care functions.   Never assume that an individual with a motor or communication disorder has a mental disability as well.   A Person Who is Physically Challenged May: Have a poor hand grasp Have jerky or shaky motions and uneven body movements Have a startled reaction when approached or suddenly touched Often trip or fall if ambulatory Have difficulty in imitating motor movements When Working With A Person Who is Physically Challenged: Be sure equipment is easily accessible by adaptive devices (if needed), to promote  Independence. Many can move independently, maneuvering wheelchairs, crutches, walkers, etc. Be sure to allow extra time for those who might need it