DISABILITY RESOURCE
DIRECTORY
Kasey Davidson, Cody Knight, Alicia Smith, and Angel
Roesch
AUTISM
What is it?



Autism spectrum disorder (ASD) and autism are both
general terms for a group of complex disorders of
brain development.
These disorders are characterized, in varying degrees,
by difficulties in social interaction, verbal and nonverbal
communication and repetitive behaviors.
They include autistic disorder, Rett syndrome, childhood
disintegrative disorder, pervasive developmental
disorder-not otherwise specified (PDD-NOS) and
Asperger syndrome.
Diagnoses



Most times parents are the first to acknowledge that
their child is not showing usual developmental milestones
Modified Checklist of Autism in Toddlers (M-CHAT) is a
list of informative questions about your child which
answers if the child needs further evaluated by a
specialist such as a developmental pediatrician,
neurologist, psychiatrist or psychologist.
May be diagnosed later in life due to educational and
social difficulties.
Symptoms

Social Challenges

Communication Difficulties

Repetitive Behaviors
Prevalence





Centers for Disease Control and Prevention (CDC) identify around 1 in 88
American children as on the autism spectrum–a ten-fold increase in
prevalence in 40 years.
Studies also show that autism is four to five times more common among boys
than girls.
An estimated 1 out of 54 boys and 1 in 252 girls are diagnosed with
autism in the United States.
ASD affects over 2 million individuals in the U.S. and tens of millions
worldwide.
Government autism statistics suggest that prevalence rates have increased
10 to 17 percent annually in recent years with no true cause or reason.
Causes



There is no one cause of Autism
Scientists have identified a number of rare gene
changes, or mutations, associated with autism.
Most cases of autism appear to be caused by a
combination of autism risk genes and environmental
factors influencing early brain development.
Causes Continued



Autism risk factors involves events before and
during birth.
They include advanced parental age at time of
conception (both mom and dad), maternal illness
during pregnancy and certain difficulties during
birth, particularly those involving periods of oxygen
deprivation to the baby’s brain.
These factors, by themselves, do not cause autism
but in combination with genetic risk factors, they
appear to slightly increase the risk.
Treatments



Each child and adult needs their own intervention
plan
These may include medicines, behavior plans, or
both
Intensive behavior plans include the entire family
Early Intervention Program
Requirement








The child receives structured, therapeutic activities for at least 25 hours per week.
Highly trained therapists and/or teachers deliver the intervention. Well-trained
paraprofessionals may assist with the intervention under the supervision of an experienced
professional with expertise in autism therapy.
The therapy is guided by specific and well-defined learning objectives, and the child’s
progress in meeting these objectives is regularly evaluated and recorded.
The intervention focuses on the core areas affected by autism. These include social skills,
language and communication, imitation, play skills, daily living and motor skills.
The program provides the child with opportunities to interact with typically developing peers.
The program actively engages parents in the intervention, both in decision making and the
delivery of treatment.
The therapists make clear their respect for the unique needs, values and perspectives of the
child and his or her family.
The program involves a multidisciplinary team that includes, as needed, a physician, speechlanguage pathologist and occupational therapist.
Strategies






Be patient
Get to know your students
Buddy system
Highlight strengths- adapt instruction and activities
Be aware of bullying
Promote and encourage self-esteem
Quick Facts








Autism now affects 1 in 88 children and 1 in 54 boys
Autism prevalence figures are growing
Autism is the fastest-growing serious developmental disability in the U.S.
Autism costs a family $60,000 a year on average
Autism receives less than 5% of the research funding of many less prevalent childhood
diseases
Boys are nearly five times more likely than girls to have autism
There is no medical detection or cure for autism
New research suggests that a woman can reduce her risk of having a child with autism
by taking prenatal vitamins containing folic acid and/or eating a diet rich in folic acid
(at least 600 mcg a day) during the months before and after conception.
Resource:
AutismSpeaks.org
Resources



http://www.aspergerssyndrome.org/
http://www.autism-help.org/
http://www.autismspeaks.org
 100
day tool kit
 Screening information for parents
 Videos
Local Resources

http://communities.autismspeaks.org/site/c.ihLPK1P
DLoF/b.7513397/k.84F7/South_Carolina_Resourc
es.htm
 Video
glossary
 Tool kit
 Screening information
 School community tool kit
 157 resources
Local Organizations



Autism Advocate Foundation
P.O. Box 7061
Myrtle Beach, SC 29572
843 213 0217
www.autismadvocatefoundation.com
The Autism Advocate Foundation offers Project Lifesaver, Richards summer program, Life Lessons (for our
high-functioning kids) Respite care and social skills programs. AAF is a nonprofit serving Horry County.
Contact: Amy Gary Executive Director
Autism Advocate Foundation
PO Box 7061
Myrtle Beach, SC 29572
843 213 0217
www.autismadvocatefoundation.com
A non profit 501 3 (c) which began in July 2004
Contact: Cheryl Bauerle
cheryl@autismadvocatefoundation.com
Autism Society of America
SC
EMOTIONAL
DISTURBANCES
What is it?

IDEA 2004 Definition:
Emotional disturbance means a condition exhibiting one or more of
the following characteristics over a long period of time and to a marked
degree that adversely affects a child's educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory,
or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with
personal or school problems.
Diagnoses/ Characteristics






Hyperactivity (short attention span, impulsiveness);
Aggression or self-injurious behavior (acting out,
fighting);
Withdrawal (not interacting socially with others,
excessive fear or anxiety);
Immaturity (inappropriate crying, temper tantrums, poor
coping skills); and
Learning difficulties (academically performing below
grade level).
Children with the most serious emotional disturbances
may exhibit distorted thinking, excessive anxiety,
bizarre motor acts, and abnormal mood swings.
Prevalence


Approximately 8.3 million children (14.5%) aged
4–17 years have parents who’ve talked with a
health care provider or school staff about the
child’s emotional or behavioral difficulties.
Nearly 2.9 million children have been prescribed
medication for these difficulties.
Causes



No one knows the actual cause or causes of emotional
disturbance, although several factors have been
considered.
Heredity, brain disorder, diet, stress, and family
functioning have been suggested and researched as
considerable causes of emotional disturbances.
As of right now, researchers have not found that any of
these factors are the direct cause of behavioral or
emotional problems.
Treatments and Interventions



Some children will be placed on medication
depending on the severity of their emotional
disturbance.
Schools are required to use the RTI (Response to
Intervention) process when evaluating behavior.
All behavior plans for each student should be
researched, proven effective, and in the least
restrictive environment for these students.
Treatments and Interventions



Class wide reinforcement should be consistent in
delivery of rewarding desired behaviors and providing
consequences for undesired behaviors.
A consistently implemented classroom management
system can prevent the need for individualized
behavior plans.
Obtaining both constructive and positive reinforcement
in the classroom, not just negative reinforcement.
Students should be rewarded for their success and
improvement.
Strategies

Buddy System
- Students with an emotional disturbance have
trouble developing relationships making it hard for
them to function in school, whether it is during recess
or class work.
- Although they have trouble forming a
relationship this does not mean that they can’t.
Having a consistent figure in their school days may
help build confidence in their relationship skills and
help them learn to trust.
Strategies

Create a folder of work


Sometimes when we give these students a worksheet they
feel forced or controlled. By creating a folder with all the
work needed to be done in the day and allowing them to
work at their own pace creates a more comfortable
environment for them.
Positive behavior support plan

Ideal for these students. Most times they are only
acknowledged when they are doing wrong. When we see
these students interacting with other students or completing
the class work on their own, they need to be recognized
Resources

http://nichcy.org/wpcontent/uploads/docs/fs5.pdf
List of organizations and resources for dealing with
and getting help for a child with an emotional
disturbance
http://www.do2learn.com/disabilities/CharacteristicsAnd
Strategies/EmotionalDisturbance_Strategies.html
Strategies for parents and teachers
Resources

http://www.familyconnectionsc.org/resources.html
 Wonderful
site with resources and guides on how to get
involved
http://www.oepp.sc.gov/coc/contact/default.html
 The Continuum of Care is a program that serves
children with severe emotional disturbance. It is housed
within the Governor's Office of Executive Policy and
Programs. The Continuum has one administrative office
(State Office) in Columbia and four regional offices
located in Columbia, North Charleston, Greenville and
Florence that provide services throughout the state.
State Office GOVERNOR’S OFFICE,
CONTINUUM OF CARE
1205 Pendleton Street, Suite 372
Columbia, South Carolina 29201
Office: (803) 734-4500 Fax: (803) 7344538
Continuum of Care Director: Shelley A.
McGeorge. Ph.D., MPA, LPC/S, LMFT (803)
734-4531
Contacts
Director of Client Services David Michael
(803) 734-3165
Region A GOVERNOR’S OFFICE
REGION A (MIDLANDS)
1205 Pendleton Street, Suite 341 C,
Columbia, SC 29201
Phone: (803) 737-1601; FAX: (803) 7371610
Regional Program Director: Rene'e
Hampton (803) 737-1607
Selection Coordinator Tiffany Busby: (803)
737-4498
Aiken Office
1135 Gregg Highway, PO Box 3051,
Aiken, SC 29801
Phone: (803) 643-0631; FAX: (803) 6424031
Fort Mill Office
9355 Founders Street, Suite B, Fort Mill, SC
29708
Phone: (803) 396-9984; FAX: (803) 5470943
Region B GOVERNOR’S OFFICE
Piedmont Center, East Building
37 Villa Road, Suite 300
Greenville, South Carolina 29615
Phone: (864) 271-4321 Toll Free: 1-888286-2080
Fax: (864) 271-4473
HEARING IMPAIRMENT
What is it?




IDEA 2004- Hearing impairment means an impairment in hearing,
whether permanent or fluctuating, that adversely affects a child's
educational performance but that is not included under the definition
of deafness in this section.
Hearing loss is generally described as slight, mild, moderate, severe,
or profound, depending upon how well a person can hear the
intensities or frequencies most strongly associated with speech.
Impairments in hearing can occur in either or both areas, and may
exist in only one ear or in both ears.
Generally, only children whose hearing loss is greater than 90
decibels (dB) are considered deaf.
Types

Conductive hearing losses




Sensorineural hearing losses




result from damage to the delicate sensory hair cells of the inner ear or the nerves that
supply it.
range from mild to profound.
affect the person’s ability to hear certain frequencies more than others.
Mixed hearing loss


caused by diseases or obstructions in the outer or middle ear (the pathways for sound to
reach the inner ear).
Usually affects all frequencies of hearing evenly and do not result in severe losses.
Usually is able to use a hearing aid well or can be helped medically or surgically.
refers to a combination of conductive and sensorineural loss and means that a problem
occurs in both the outer or middle and the inner ear.
Central hearing loss

results from damage or impairment to the nerves or nuclei of the central nervous system,
either in the pathways to the brain or in the brain itself.
Signs




Does not respond consistently to sounds or to his or
her own name
Asks for things to be repeated or often says “huh?”
Is delayed in developing speech or has unclear
speech
Turns the volume up loud on the TV and other
electronic devices
Prevalence




Each year in the United States, more than 12,000 babies are born
with a hearing loss; often, the cause is unknown
Profound deafness occurs in 4-11 per 10,000 children; in at least
50% of these cases, the cause is genetic
The U.S. Department of Education(2006) reports that 14,787
children received audiology services in early intervention programs
in the fall of 2004, while 139,643 children received speechlanguage pathology services.
The Department (2007) also reports that, during the 2003 school
year, 79,522 students aged 3 to 21 received special education
ervices under the category of “hearing impairment.”
Causes

Acquired
 meaning
that the loss occurred after birth, due to illness
or injury




build up of fluid behind the eardrum;
ear infections (known as otitis media);
childhood diseases, such as mumps, measles, or
chicken pox; and
head trauma.
Causes

Congenital




meaning that the hearing loss or deafness was present at birth.
Family history of hearing loss or deafness
Infections during pregnancy (such as rubella)
Complications during pregnancy (such as the Rh factor, maternal
diabetes, or toxicity)
Also:
 A child’s hearing loss or deafness may also be a characteristic of
another disability such as Down syndrome, Usher syndrome, Treacher
Collins syndrome, Crouzon syndrome, and Alport syndrome
Treatments







Regular speech, language, and auditory training from a specialist
Amplification systems
Services of an interpreter for those students who use sign language
Favorable seating in the class to facilitate lip reading;
Captioned films/videos
Assistance of a note taker, who takes notes for the student with a
hearing loss, so that the student can fully attend to instruction
Instruction for the teacher and peers in alternate communication
methods, such as sign language; and
counseling.
Strategies

Make sure the child can see your lips and facial expressions when you are talking.

Never talk with your back turned to the student.

Speak naturally and not too loudly if the child wears a hearing aid.



Try not to move around too much when you are speaking, if you have to move
about, be sure to try and face the child as much as possible.
Do not overuse hand gestures. Children do not like to be treated differently.
Always ensure that directions, assignments, instructions are understood before the
child begins working.
Resources

http://nichcy.org/disability/specific/hearingloss
 Loaded with information, strategies, and organizations
http://www.ncbegin.org/index.php
 Great site for parents
Great readings :



Your Child’s Hearing Development Checklist
http://www.nidcd.nih.gov/health/hearing/silence.asp
To Parents of Deaf Children
http://www.deaf-culture-online.com/parents-of-deaf-children.html
Early Intervention
http://www.infanthearing.org/earlyintervention/index.html
Contacts
State Department of Education:
Special Education South Carolina Department of
Education Office of Exceptional Children 1429 Senate
Street, Room 808 Columbia SC 29201 (803) 7348224 (899) 628-0910 - toll free help line
sdurant@ed.sc.gov www.ed.sc.gov

State School for the Deaf and the Blind
South Carolina School for the Deaf and the Blind 355
Cedar Springs Road Spartanburg SC 29302-4699
(864) 585-7711 sgoolsby@scsdb.org www.scsdb.org

INTELLECTUAL DISABILITY
What is it?

IDEA 2004

significantly sub-average general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive
behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
One criterion to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or
as high as 75 indicates a limitation in intellectual functioning.
Standardized tests can also determine limitations in adaptive behavior, which comprises three skill types:
Conceptual skills—language and literacy; money, time, and number concepts; and self-direction.
Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social
problem solving, and the ability to follow rules/obey laws and to avoid being victimized.
Practical skills—activities of daily living (personal care), occupational skills, healthcare,
travel/transportation, schedules/routines, safety, use of money, use of the telephone.
Diagnosis and Characteristics

All the intellectually disabled have one thing in common which is the disability they have.
However, they differ in every other aspect.
The main characteristics of the intellectually disabled fall under 5 criterias which are:









Physical characteristics
An underdevelopment in physical growth
Average weight and height usually less than normal peers of the same chronological age
Physical deformation
Retarded movement and balance
Mental characteristics
Less-than-average I.Q.
Underdeveloped speech and language skills
Poor: memory, attention, perception, imagination, thinking, computing and concentration
Diagnosis and Characteristics
Social characteristics






Underdeveloped ability of social adjustment
Lack of interests and orientations
Irresponsibility
Aloofness
Aggression
Low self-esteem
Emotional characteristics




Emotional imbalance
Excessive movement
Evidence of premature or late reactions
Primitive reactions
Prevalence




Intellectual disability is thought to affect about 1% of the population. Of
those affected, 85% have mild intellectual disability.
According to the American Psychiatric Association's Diagnostic and
Statistical Manuel (DSM), about 2-3% of people meet the criteria for
intellectual disability.
This is because the diagnostic criterion for intellectual disability (intellectual
developmental disorder, formerly mental retardation) requires an IQ score
of approximately 70 or below, which represents two standard deviations
below the mean (or below the average score for all people).
Statistically, two standard deviations below the mean equates to 2.5
percent of the entire population
Causes

Anytime something interferes with normal brain development, intellectual disability can result. However, a
specific cause for intellectual disability can only be pinpointed about a third of the time.
The most common causes of intellectual disability are:

Genetic conditions. These include things like Down syndrome and fragile X syndrome.

Problems during pregnancy. Things that can interfere with fetal brain development
include alcohol or drug use, malnutrition, certain infections, or preeclampsia.

Problems during childbirth. Intellectual disability may result if a baby is deprived of
oxygen during childbirth or born extremely premature.

Illness or injury. Infections like meningitis, whooping cough, or the measles can lead to
intellectual disability. Severe head injury, near-drowning, extreme malnutrition, exposure to
toxic substances such as lead, and severe neglect or abuse can also cause it.

Fetal Alcohol Syndrome
Interventions



Baby’s and toddlers there is early intervention
programs
IEP’s are created
School-aged children with intellectual disabilities
(including preschoolers) are eligible for special
education for free through the public school system.
Strategies






Learn everything you can about intellectual disabilities. The more you know,
the better advocate you can be for your child.
Encourage your child’s independence. Let your child try new things and
encourage your child to do things by himself or herself.
Provide guidance when it’s needed and give positive feedback when your
child does something well or masters something new.
Get your child involved in group activities. Taking an art class or
participating in Scouts will help your child build social skills.
Stay involved. By keeping in touch with your child’s teachers, you’ll be able
to follow his or her progress and reinforce what your child is learning at
school through practice at home.
Get to know other parents of intellectually disabled children. They can be a
great source of advice and emotional support.
Resources

http://www.aaidd.org/content_100.cfm
Has a link to a great video
 Multiple links for organizations, conferences, and latest news
 Support systems and online communities
http://www.somena.org/showpage.aspx?PID=371
_ Has great facts, FAQ’s, online resources, and information
about the Special Olympics
http://children.webmd.com/intellectual-disability-mentalretardation?page=3
- Great facts, intervention ideas, and strategies for teachers
and parents.

Local Resources


Arc of Horry County
820 Surfside Drive
Surfside, SC 29575
Phone: (843) 286-3040
Fax: (843) 286-3044
Home Page: www.arcofhorry.org
E-mail: arcofcoastal@aol.com
Advocacy organization that provides information,
training and support to people with intellectual
disability and their families. An all volunteer
organization.
Local Resources

Arc of South Carolina
806 12th Street
West Columbia, SC 29169
Phone: (803) 748-5020
Fax: (803) 750-8121
E-mail: thearc@arcsc.org
Home Page: www.arcsc.org
• Advocacy organization that provides information, training and support to children
and adults with special needs, including intellectual disability and related
developmental disabilities, and their families
Wonderful Resource:
http://www.ddsn.sc.gov/consumers/advocacyorgs/Pages/MentalRetardationSCSuppor
tGroups.aspx
SPEECH OR LANGUAGE
IMPAIRMENTS
What is it?

The Individuals with Disabilities Education Act defines the term “speech or language
impairment” as follows:


“Speech or language impairment means a communication disorder, such as stuttering,
impaired articulation, a language impairment, or a voice impairment, that adversely
affects a child’s educational performance.”
There are 4 major areas where impairments occur. South Carolina Department of
Education defines these areas as:




Fluency - interruption in the flow of speech characterized by an atypical rate, or rhythm in
sounds, syllables, words, and phrases that significantly reduces the child’s ability to
participate within the learning environment with or without his or her awareness of the
dysfluencies or stuttering
Articulation - atypical production of phonemes characterized by substitutions, omissions,
additions or distortions that impairs intelligibility in conversational speech and adversely
affects academic achievement and/or functional performance in the educational setting
Language – impaired comprehension and/or use of spoken language which adversely
affects written and/or other symbol systems and the child’s ability to participate in the
classroom environment
Voice –interruption in one or more processes of pitch, quality, intensity, resonance, or a
disruption in vocal cord function that significantly reduces the child’s ability to communicate
effectively
Characteristics of Students with Speech
or Language Impairments




When a child has an articulation disorder, he or she has difficulty
making certain sounds. These sounds may be left off, added,
changed, or distorted, which makes it hard for people to understand
the child.
When a child has an impairment in the area of fluency the child’s
speech contains an “abnormal number of repetitions, hesitations,
prolongations, or disturbances. Tension may also be seen in the face,
neck, shoulders, or fists.
If a child has an impairment in the voice area. The voice may be
hoarse, raspy, or harsh. It may sound like they are “stuffed up.”
People with voice problems often notice changes in pitch, loss of
voice, loss of endurance, and sometimes a sharp or dull pain
associated with voice use.
Some characteristics of language disorders include improper use of
words and their meanings, inability to express ideas, inappropriate
grammatical patterns, reduced vocabulary, and inability to follow
directions.
The History

1910


1925


Further development in the assessment and interventions available for general
communication disorders focusing on the psychological transactions involved in the
communication process.
1965-1975


The American Speech-Language-Hearing Association formed and this is
considered the birth of speech-language pathology.
1945-1965


the first school-based program began in the U.S.
Professionals began to separate language deficits from speech deficits, which
had major implications for diagnosis and treatment of these communication
disorders.
1975-1999

Professionals started considering ecological factors, such as culture. IDEA was
passed in 1975.
Special Education Eligibility Criteria

Criteria from the South Carolina Department of
Education:
 1)
There is evidence that the child has one or more of
the following:
 Fluency
 Articulation
 Language
 Voice
 2)
The adverse effects of the speech-language
impairment on the child’s educational performance
require specialized instruction and/or related services
Procedures Used in Horry County
Schools


Typically, the classroom teacher refers the child to
the Speech and Language Pathologists.
The SLP does evaluations of the child formally and
informally to determine if the child should be
served for speech or language impairments.
Types of services provided related
to Least Restrictive Environment

Pull Out
 This
is the most typically used service for children with
speech or language impairments. Children are pulled
out for individual or small group instruction several times
a week.

Inclusion
 Students
with speech or language impairments receive
services in their general education classroom by a
speech language pathologists using one of the many
inclusion models.
Causes

Some causes of speech and language disorders
include:
hearing loss
 neurological disorders
 brain injury
 intellectual disabilities
 drug abuse
 physical impairments such as cleft lip or palate
 vocal abuse or misuse


Frequently, the cause is unknown.
Prevalence Data

Nationally:

Voice


Speech




The prevalence of speech sound disorder in young children is 8 to 9 percent.
By the first grade, roughly 5 percent of children have noticeable speech
disorders.
Language


Approximately 7.5 million people in the United States have trouble using their
voices.
Between 6 and 8 million people in the United States have some form of
language impairment.
18% of children with disabilities who received special education under
IDEA in public schools in the 2005-2006 school year were served under
the category of speech or language impairment.
Horry County Schools:

682 students in grades 1-12 have speech or language impairments.
Specific Assessment and Identification
Procedures

Evaluation may be formal or informal and include
any combination of:
standardized tests
 direct observation of play and interaction with
caregivers
 reports by parents, teachers, or physicians
 collection and detailed analysis of spontaneous speech
samples.


Several sessions as well as ongoing evaluation may
be required to obtain enough information to make
an accurate diagnosis.
Intervention Models and Strategies

Pull-Out


Supportive Teaching


This model involves a combination of pull-out services and direct teaching in the classroom
setting. The SLP teaches information related to the curriculum while also addressing IEP
goals. The SLP first pre-teaches the targeted skill in the therapy room in a pull-out session.
The second session occurs in the classroom with the SLP teaching the skill to the entire class
with the classroom teacher present. The third session may involve another pull-out session
for clarification or test accommodations. This cycle continues until objectives are learned.
Complementary Teaching


Students are pulled out of their regular classroom for small group or individualized
instruction.
The classroom teacher presents the majority of the curriculum content while the SLP assists
students with their work. The SLP floats around the room and intervenes when the children
encounter difficulty. The focus may be on a related skill such as sequencing or paraphrasing
the main idea of an assignment.
Station Teaching

In this model the SLP and the classroom teacher divide the instructional content into two
parts with each professional teaching one group of students. Once the instruction is
completed, the two groups switch adults so that each group receives instruction from the
classroom teacher and the SLP.
Intervention Models and Strategies

Parallel Teaching


Consultation


The SLP works outside the classroom to analyze, adapt, modify, or create appropriate
instructional materials. Regular, ongoing classroom observations and meetings with teachers
take place so as to assist the teacher with planning and monitoring student progress.
Team Teaching


This collaborative model divides the classroom in half and the SLP and the classroom
teacher subsequently each instructs one half of the class on the same instructional material.
The classroom teacher may use a standard format for instruction while the SLP may modify
the lesson for the group so that the students will be able to master the material. The groups
of students may change to accommodate individual strengths and weaknesses .
The classroom teacher and the SLP teach a class or lesson together with each professional
addressing his or her area of expertise. The classroom teacher may present the curriculum
content while the SLP assists with a communication system.
Course for Credit

Children with communication disorders are placed in one class a day taught by the SLP. The
SLP creates the curriculum, plans and teaches the lessons, assesses progress, and grades
each student. Students are placed in the class according to grade level or age level. Their
IEP goals and objectives drive the curriculum, and students receive course credit for
completing the class.
Other Facts


Studies show that students with a speech-language disorder
like stuttering are significantly more likely to be bullied than
their "typical" peers. In fact, a recent study showed that
children who stutter are 61% more likely to be targeted by
a bully.
Speech and language pathologists are being pushed to
work with struggling readers and writers.



The SPL’s are already overloaded with their caseload and have a
very large scope of disabilities they deal with already so their
ability to serve all students with impairments effectively is
dwindling.
On the other hand, children who struggle with reading and writing
often can’t communicate effectively and develop a language
impairment
The question is: who should be dealing with which students?
Classroom Accommodations



Seat the student near you, which will help with
questions and instructions.
Have a system of signals that lets the student ask for
help or indicate confusion without causing undue
disruption.
Provide visual aids and clear, written instructions.
Online Resources

American Speech-Language-Hearing Association
 http://www.asha.org/
 This
website has information about Speech and
Language Impairments. It has information about what it
is, causes, and other info specifically for adults with
speech and language impairments and for children with
speech and language impairments.

National Dissemination Center for Children with
Disabilities
 http://nichcy.org/disability/specific/speechlanguage
 This
site has information on this disability, causes,
characteristics, tips for parents, tips for teachers, etc. It
has a lot of great information for parents and teachers.
Community Resources




Center for Health & Fitness (McLeod Health)

http://www.mcleodhealth.org/mcleod-loris/services-intro/health-fitness-center/fitness.html

Address: 3207 Casey Street, Loris, SC, 29569

Phone: 843-716-7111

Description: This facility has speech therapy. Their specially trained, licensed staff works closely with patients, their families and their physicians
in creating a program of therapy designed to help restore health and an improved quality of life.
Fundamentals of Aynor (Dolye Nobles LLC)

Address: 618 8th Avenue, Aynor, SC, 29511

E-Mail: noblesfarms@yahoo.com

Phone: 843-358-1457

Description: Provides occupational, physical and speech therapy for children and adolescents. Provides an individualized treatment plan for
each patient and provides flexible scheduling. Accepts Medicaid and private insurance.
Fax:
843-358-1458
Young Talkers

shttp://www.YoungTalkers.com

Address: 4720 Highway 17 Bypass, Suite E., Myrtle Beach, SC, 29588

E-Mail: Nicole@youngtalkers.com

Phone: 843-457-1053

Description: Private pediatric speech-language therapy clinic in Myrtle Beach, SC. Provides quality speech-language therapy services to the
pediatric population in order to enhance their verbal and non-verbal communication skills. They accomplish this by identifying concerns through
specialized evaluations and the development of therapy goals to meet the needs of the child and the family. Medicaid is accepted.
Fax: 843-293-9110
Pee Dee Speech and Hearing Center

Address: 704 21st Ave, North Myrtle Beach, SC, 29577

Phone: 843-448-2913

Description: Evaluation and therapy for speech, voice, language defects, evaluations for hearing loss, hearing aids, speech, reading, auditory
training for hearing impaired, screening for schools and adult-stroke/voice rehab services.
VISUAL IMPAIRMENTS
What is it?

The Individuals with Disabilities Education Act defines the term “speech or language
impairment” as follows:


(13) Visual impairment including blindness means an impairment in vision that, even with
correction, adversely affects a child's educational performance. The term includes both
partial sight and blindness.
The following are terms commonly used to designate degrees of visual impairment:




Totally blind: This term usually implies little or no visual sensitivity to light at any level. This
condition is rare, and people who are totally blind typically have severe physical damage
to the eyes themselves or to the visual nerves.
Legally blind: A legally blind person has a visual acuity of 20/200 or less in the better
eye, after correction. This means that what an individual with normal (20/20) vision sees at
two hundred feet, the legally blind person cannot see until he or she is within twenty feet. In
addition, a person can be classified as legally blind if she has a field of vision no greater
than twenty degrees at the widest diameter. (A normal field of vision is close to 180
degrees.) Only about 20 percent of legally blind people are totally blind. Legally blind
individuals typically use Braille and visual aids.
Low vision: People with low vision can read with the help of large-print reading materials
and magnifying objects. They may also use Braille.
Partially sighted: Partially sighted individuals have less severe loss of vision than people in
the other three categories. A person with partial sight may be able to see objects up close
or far away and with corrective lenses may be able to function at normal levels.
Characteristics of Students with Visual
Impairments

Physical Signs:


Clumsiness:


Some children who have vision problems appear to have a short attention span. Other children might blink frequently or squint whenever
they read or watch television. Often children are sensitive to bright light or might sit close to the television or hold books that they are
reading close to their face. Likewise, younger children with visual impairments might hold toys very close to their face.
Poor Eye-Hand Coordination:


A child might have a vision problem if he appears to be overly clumsy. Poor vision might be the cause when a child is constantly running
into things or falling down. He might have trouble realizing how close or far away objects really are. The eyes provide the information
about surroundings and spatial position that is transmitted to the brain. Consequently, clumsiness can occur when the eyes misjudge a
distance. Sometimes young children who do not walk well actually have problems with their vision.
Behavior:


Crossed eyes, eyes that turn out, eyes that flutter from side to side or up and down, or eyes that do not seem to focus are physical signs
that a child has vision problems. Other problems are less obvious.
Poor eye and hand coordination can be another sign that a child has a vision problem, therefore parents should observe a young child as
he plays. Older children who go to school might have difficulty with sporting activities or certain projects in class. Signs of poor eye-hand
coordination might include difficulty throwing or catching a ball, tying shoes or copying schoolwork from the blackboard. Poor
handwriting is often another sign of poor eye-hand coordination. Children who suffer from lazy eyes, crossed or wandering eyes can have
problems with coordination, balance and depth perception, primarily because they learn to use only one eye at a time.
Poor Academic Performance:

Children who have trouble seeing often perform poorly at school. Frequently, problems with learning are actually related to poor vision
and not to a learning disability. A child might not read well, or might use her finger to follow along when she is reading so that she
doesn't lose her place. Some children also have trouble remembering what they read. Children with vision problems can find it difficult to
write as well or might have problems with math and other subjects. Schoolwork can be a challenge for a child who cannot keep a clear
focus, deals with double vision or blurred print on pages. Unfortunately, not all vision problems are easily detectable. For children who
have had vision problems from the start, their vision seems perfectly normal to them, so they don't usually complain.
The History


Visual impairment was defined in the past by loss of acuity (how far
we see) and also by the severity of visual field loss (blind area). This
definition was originally designed for characterizing visually
impaired adults who required social assistance and not for children
with visual impairment caused by various eye conditions. Even though
it did not accurately represent visual abilities, the definition was
widely accepted, but it adversely influenced our thinking about visual
impairment. Services were developed worldwide for only those
people with visual problems fitting this definition while others with
obvious visual difficulties who required intervention were excluded.
During the last several decades, our understanding of vision has
markedly improved. It is now realized that vision is not a single sense
but a combination of complex senses which have evolved over
millions of years. Almost the entire brain is involved in the process of
seeing. In different locations there are specialized areas for distance
vision, recognition of faces, objects, colors, contrast, and movement.
Special Education Eligibility Criteria

Criteria from the South Carolina Department of Education:

One of the following:


The visual acuity is 20/70 or worse in the better eye; or
The visual acuity is better than 20/70 with correction in the better eye
and there is documentation of either of the following conditions:





a diagnosed progressive loss of vision
A visual field of 40 degrees or less
The visual acuity is unable to be determined by a licensed optometrist
or ophthalmologist, and the existence of functional vision loss is
supported by functional vision assessment findings
There is evidence of cortical visual impairment
And the students visual impairment adversely affects his or her
educational and functional performance. The adverse effects of
the visual impairment on the child’s educational performance
require specialized instruction and related services.
Types of services provided related
to Least Restrictive Environment




A regular classroom with needed support services provided
in that classroom by an itinerant teacher or by a special
education teacher assigned to that school;
The regular classroom with services provided outside the
classroom by an itinerant teacher or by a special education
teacher assigned to that school;
A self-contained classroom in a regular school that provides
services that address needs arising from the student's
blindness or visual impairment as well as other identified
disabilities, if applicable; and
A special school with a residential component that provides
services that address the full range of the blind or visually
impaired student's disability-specific needs, including those
arising from other disabilities, if applicable.
Causes

Some common causes of visual impairment are:
glaucoma,
 retinopathy of prematurity,
 cataracts,
 retinal detachment,
 macular degeneration,
 diabetic retinopathy,
 cortical visual impairment,
 infection,
 trauma.

Prevalence Data



It is difficult to obtain an exact prevalence of visual impairment due
to the often hidden nature of visual impairment in special education.
Many students with visual impairments also have additional
coexisting impairments and are thus classified in an alternate
disability category.
The National Dissemination Center for Children with Disabilities
reports



The rate of occurrence for visual impairments in individuals under the age
of 18 is at the rate of 12.2 per 1,000.
Legal or total blindness occurs at a rate of .06 per 1,000.
Current special education demographics obtained from the American
Foundation for the Blind 2009 report that there are:



93,600 students who are visually impaired or blind;
55,200 students who are legally blind;
5,500 braille readers
Specific Assessment and Identification
Procedures

Information is provided by the parents, to assist in determining





(1) whether the child is a child with a disability, and
(2) the content of the child's IEP, including the extent to which the child can be
involved and progress in the general curriculum, and for a child of preschool age,
to participate in appropriate activities.
An evaluation under Part B must assess the child in all areas related to the
suspected disability, including, if appropriate, "health, vision, hearing, social
and emotional status, general intelligence, academic performance,
communicative status, and motor abilities.”
An assessment of a child's vision status generally would include the nature
and extent of the child's visual impairment and its effect, for example, on
the child's ability to learn to read, write, do mathematical calculations, and
use computers and other assistive technology, as well as the child's ability to
be involved in and progress in the general curriculum.
Assessments must address each child's ability to be involved and progress in
the general curriculum, the same curriculum as for nondisabled children.
Intervention Models






Concept Development and Academic Needs
Communication
Social/Emotional
Sensory/Motor
Orientation and Mobility
Career/Vocational Needs
Classroom Accommodations

The classroom teacher should encourage independence as often as possible to
avoid the trap of “learned helplessness.”






Encourage the student to move independently through the classroom, and organize your
classroom accordingly.
Materials, desks, and other objects in the classroom should be maintained in consistent
locations. Ensuring that cabinets are fully closed, chairs pushed in, and doors are not left
half ajar will help with safety in navigating the classroom. Part of becoming independent
for students with a visual impairment is learning when to advocate for assistance.
Design your instruction so that the student has the most opportunity to act independently.
Control lighting variables when presenting learning materials to those students who
are sensitive to light and glare.
Use verbal cues with those students who cannot see body movements or physical
cues.
One key accommodation that is absolutely essential is access to textbooks and
instructional materials in the appropriate media and at the same time as their
sighted peers. For students who are blind this may mean braille and/or recorded
media. For the student with low vision, this may mean large print text or the use of
optical devices to access text and/or recorded media while in class.
Online Resources

Project IDEAL



American Foundation for the Blind



http://www.afb.org
This site includes information and tools for the professionals who serve people with vision
loss and promotes independent and healthy living for people with vision loss. It has a lot of
information on visual impairments and resources to help teachers and families.
Perkins Scout



http://www.projectidealonline.org/visualImpairments.php
This site has a lot of information on visual impairments and how to teach children who have
these impairments. It helps teachers understand what it is and how to make
accommodations and modifications to help these students.
http://www.perkins.org/resources/scout/education/
Classroom teachers will find information on providing access to the curriculum for students
who are blind or visually impaired. These teaching tips, educational strategies,
accommodations, and instructional adaptations are useful in both inclusive and special
education settings.
Are You the Parent of a Blind Child?


http://www.acb.org/node/392
This is a great article for teachers to give a parent who has a blind or visually impaired
child.
Community Resources

School for the Deaf and Blind




SC School for the Deaf and Blind Coastal Regional




Address: Department of Conway, 29526
Phone: 843-248-8100
Description: Sign language interpreting, sign language classes, brailing and large print
services, early intervention, ADA awareness, workshops and consultations.
Address: 212 Main St, Conway, SC, 29526
Phone: 843-248-8100
Description: Orientation and mobility training for visually impaired school-aged children,
early intervention case coordination, sign language, interpreter contracting, sign language
instruction, SC telecommunications distribution program, community presentations.
South Carolina Commission for the Blind



Address: 1430 Confederate Avenue, Columbia, S.C., 29202
Phone: 803.898.8731 or 800.922.2222
Description: A state agency created to provide rehabilitation services, adjustment to
blindness training, prevention of blindness, independent living services and various other
services to blind and severely visually impaired citizens of South Carolina.
OTHER HEALTH
IMPAIRMENTS
Other Health Impairments: Defined

IDEA defines Other Health Impairments as: “…having
limited strength, vitality or alertness, including a
heightened alertness to environmental stimuli, that
results in limited alertness with respect to the
educational environment, that: (i) is due to chronic or
acute health problems such as asthma, attention deficit
disorder or attention deficit hyperactivity disorder,
diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, and
sickle cell anemia; and (ii) adversely affects a child’s
educational performance.”
A General Overview From
NASET.org
•Click on the image to
the right to read the
full report.
General Overview from Others
The National Dissemination Center for Children with Disabilities

http://nichcy.org/wp-content/uploads/docs/fs15.pdf
Helping Students with Tourette’s Syndrome to Succeed at Monroe County
Community College

This brochure is a collection of information for college students with Tourette’s Syndrome
and for college students and professors who are just looking for more information on it.
It grants readers on some basic information on the disorder, what to expect from those
with TS, what some related conditions are that might cause other problems in the
classroom, and some accommodations that can be made for students with TS.

http://www.monroeccc.edu/lal/PDF%20for%20LAL/3970%20%20Tourette's%20Syndrome%20Brochure.pdf
MitoAction

This brochure provides basic information on MitoAction’s mission as well as quick
information about Mitochondrial Disease’s and their affects on individuals around the
world. It also provides information on where those suffering from Mitochondrial
disorders can find help and support.

http://www.mitoaction.org/files/mitoaction-brochure.pdf
Eligibility Procedures
http://www.mloisd.org/SpecialEd/Disabilit
y%20Guidelines/OHI%20Guidelines.pdf
Relevant Websites
Kids Health: Tourette Syndrome
 This website is full of information about growth, development, and health issues in
children and is geared toward parents looking for more information. Specifically
looking at Tourette Syndrome, the site offers information about what Tourette
Syndrome is, what some of the signs and symptoms of it look like, diagnosis and
treatment particulars, and also how to deal with having TS or spending time with
someone who does. The website offers articles with this similar format on many other
health impairments as well.

http://kidshealth.org/parent/medical/brain/tourette.html#a_Dealing_With_Tourette_Syn
drome
United Mitochondrial Disease Foundation
 The UMDF website offers a great deal of information on Mitochondrial Disorders. It
began as a volunteer organization and has since grown into a large non-profit
organization that is recognized nation wide. The site is meant to provide support
and information about the disease to families and individuals affected by
Mitochondrial Disease. It includes details on the diagnosis, treatment, cure, and basic
facts of Mitochondrial disorders.

http://www.umdf.org
Some Area Resources

Parent Training and Resource Center (Charleston)


http://www.frcdsn.org/ResourceDirectory.pdf
Arc of South Carolina, The


http://www.arcsc.org
Address:The Arc of South Carolina
3214 Leaphart Road, Suite C
West Columbia, SC 29161
Maps and Directions

E-Mail:TheArc@Arcsc.org

Phone:803-748-5020 Fax:803-779-0017



Description:The Arc is a grassroots, volunteer advocacy organization. The Arc of
South Carolina works to improve the lives of people with Special Needs. The Arc
advocates for people with disabilities to ensure they have the services and
supports they need to grow, develop, and live in the community.The Arc of SC
provides statewide information and referral services, you can contact your local
chapter or the state chapter with any questions. The Arc of South Carolina is
affiliated with The Arc of the United States, a national organization on mental
retardation.
Office Name:Arc of Coastal Carolina, The
Address:P.O. Box 32187
Myrtle Beach, SC 29588
Maps and DirectionsE-Mail:arc32@verizon.comPhone:843-238-3040
Other Area Resources

Horry County Disabilities and Special Needs
 (843)

Grand Strand Miracle League
 (843)

448-7712
Conway Medical Center, Diabetes Self-Management
 (843)

347-3010
347-8013
South Carolina Resources
 http://www.disabilityresources.org/SOUTH-
CAROLINA.html
SPECIFIC LEARNING DISABILITIES
Specific Learning Disabilities: Defined

IDEA states that a Specific Learning Disabilities is “…a
disorder in one or more of the basic psychological processess
involved in understanding or in using language, soken or
written, that may manifest itself in the imerfect ability to
listen, think, speak, read, write, spell, or to do mathematical
calculations. The term includes such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia. The term does not include
learning problems that are primarily the result of visual,
hearing, or motor disabilities; of intellectual disability; of
emotional disturbance; or of environmental, cultural, or
economic disadvantage.”


http://nichcy.org/disability/categories#ld
http://www.projectidealonline.org/specificLearningDisabiliti
es.php
General Information

Educational Fact Sheet on Specific Learning
Disabilities
 https://arksped.k12.ar.us/rules_regs_08/3.%20SPED%
20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%
20GUIDELINES%20FOR%20CHILDREN/PART%20I%20
ELIGIBILITY%20CRITERIA%20AGES%20521/I.%20SPECIFIC%20LEARNING%20DISABILITY.pdf

National Dissemination Center for Children with
Disabilities: Brochure on Learning Disabilities
 http://nichcy.org/wp-content/uploads/docs/fs7.pdf
Relevant Websites

HelpGuide: A Trusted Non-Profit Resource
 http://www.helpguide.org/mental/learning_disabilities.
htm

National Center for Learning Disabilities
 http://www.ncld.org/

National Association of Special Education Teachers
 http://www.naset.org/learningdisabilitie2.0.html
Academic Personnel Resources and
Academic Strategies

Wisconsin Department of Public Instruction
 http://sped.dpi.wi.gov/sped_ld
Local Resources

Learning Disabilities Association of South Carolina

Address:
537 Creekridge Road
Aiken, SC 29803

Phone:803-643-9421
Description: Provides information on learning disabilities and advice on
medical, legal, and educational aspects of the learning disabled. Will
provide information on local tutors and support groups.

Arc of Horry County, Inc.

820 Surfside Dr
Surfside Beach SC 29575



Phone: (843) 238-3040 Email:
Fax: (843) 238-3040 Website:
Services: Volunteer advocacy group that supports persons with mental
retardation and developmental disabilities with education, information and
services, including Special Olympics
Additional Resources

South Carolina Resources
 http://www.disabilityresources.org/SOUTH-
CAROLINA.html