Domain 9: Additional Disabilities Flashcards
impact of memory deficits on O&M instruction
trouble remembering directions
remembering routes or landmarks
spatial memory
strategies to identify as an O&M for memory deficits
task analysis into small steps
sequenced instruction with short term objectives
prompting and questioning
visual disorders found in learners with a TBI
CVI
field loss
reduced visual acuity
total blindness
Charge
instruction for hearing impaired
length of lesson may vary
skills broken down into simple tasks
review often
provide info from lesson in different medium
resources available for deaf/blind
American association for the deaf-blind
Helen Keller national center
Perkins
VRS
basic ambulatory aides used for physical impairments
wheelchairs
scooters
walkers
crutches
support cane
AMD
benefits of O&M for chronic health impaired
independence
self confidence
self efficiency
exercise
mental stimulation
community
limitations of O&M for chronic health impaired
fatigue
pain
inability to complete lessons
O&M adaptations for cognitively impaired learners
trouble distinguishing sounds
basic positional concepts
memory deficits
reading difficulties
sensitivity to sensory input
impulse control and attention
instructional strategies dealing with TBI/cognitively impaired students
time considerations
task analysis
forward chaining (begin with one task, finish in small steps)
backward chaining (start with big task, work backwards)
sequenced instruction
prompting
benefit of teaching functional skills in natural environment during learner’s daily routine
more opportunities for observation
learner is familiar and comfortable
less orientation
less generalization of skills
when should an o&m provide instruction in the use of AMDs for a cognitive learner
students with processing delays, struggle with holding a cane, may be too young for a cane
tool to prepare student for future long cane use
O&M instructional strategies of deaf blind
sensory information to move purposefully in the environment by using environmental cues
guided travel
self protective skills
self advocacy skills
sensory developmental skills
techniques for deaf blind learner to communicate in the community
gestures
sounds
sign language
notes, cards
travel concerns for a wheelchair user with a visual impairment
tipping the chair
rolling backwards
use of long can with wheelchair
takes up space
getting into and out of vehicles
elevation changes
using a wheelchair/scooter with a cane
constant contact
long cane with roller ball
wide arc
cane in non dominant hand
account for extra time
using a walker with a cane
constant contact with roller ball
use AMD instead of can
crutches/canes with a long cane
ETA may help detect obstacles
hold cane in non dominant hand
O&M team approach for working with multiply disabled students
consistency and retention of skills across disciplines
consistent terminology
inform and teach aides in the classroom
teach in natural environments
task analysis
importance of O&M knowing about student’s medication
emergencies
impact on instruction
lesson can be adjusted
if COMS needs to carry anything specific
common side effects of medication that could impact instruction
fatigue
blurry vision
headaches
light sensitivity
pain
emotional disturbance
student is unable to build or maintain interpersonal relationships with peers or teachers and displays inappropriate behaviors
learning disabilities
one or more psychological process is involved in understanding or using language: inability to listen, think, write, read, spell or do math (unrelated to VI)
autism spectrum disorder
complex disorders of the brain
varying degrees of social interaction, verbal and non verbal communication, repetitive behaviors
teaching behavior strategies as it relates to O&M
review behavioral expectations
develop behavior contracts
focus on praise
structured breaks
predictable lesson sequence
tangible schedule
