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Shares Types of Hearing Loss, Impact on Learning and Teaching Strategies

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Definition

The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses including deafness, the regulations for IDEA define hearing loss and deafness separately.

Hearing impairment (called auditory impairment in Texas) is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."

Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with hearing loss can generally respond to auditory stimuli, including speech.

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.2%, or 71,903 students, received special education services based on a classification of hearing impairments.

Characteristics

There are four major types of hearing loss that are categorized by the site of the disorder in the auditory system. These hearing disorders can be caused by genetic or hereditary factors, infections, developmental abnormalities, or environmental/traumatic factors.

Conductive Hearing Loss is caused by damage or obstruction in the external or middle ear that disrupts the efficient passage or conduction of sound through those chambers. Most conductive losses can be treated medically; however, repeated conductive losses can affect children's language development.

Sensorineural Hearing Loss is caused by damage to the inner ear (cochlea) or auditory nerve that transmits impulses to the brain. Sensorineural hearing loss tends to be more severe, permanent, and usually affects oral language development.

Mixed Hearing Loss is a combination of both a conductive and a sensorineural hearing loss.

Central Hearing Disorders are the results of a disorder or dysfunction in the central auditory system between the brain stem and the auditory cortex in the brain.

It is useful to know that sound is measured by its loudness or intensity (measured in units called decibels, dB) and its frequency or pitch (measured in units called hertz, Hz). Impairments in hearing can occur in either or both areas and may exist in only one ear or in both ears. 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 greatly associated with speech. Generally, only children who cannot hear sounds generating less than 90 decibels (dB) are considered deaf for the purposes of educational placement.

Impact on Learning

Variations in causes, onset, degree, and type of hearing loss, as well as family and educational situations, result in a widely diverse hearing impaired population. However, students with auditory impairments characteristically experience significant issues with regard to social and intellectual development, speech and language, and educational achievement.

Social Development: Social-emotional development in children with hearing impairments follows the same developmental pattern as those without a hearing loss. However, since social-emotional development relies so heavily on communication, the student with a hearing impairment may not participate in cooperative play or learning activities. Without a common communication system, the ability to develop friendships is negatively impacted.

Intelligence: Research has determined that individuals with hearing impairments have normal cognitive ability, in the absence of any coexisting disability. Any difficulties in performance appear to be closely associated with speaking, reading, and writing the English language, not the level of intelligence.

Speech and Language: Speech and language skills are the areas of development most severely affected for those with a hearing impairment, particularly for children who are born deaf. For individuals with mild or moderate hearing loss, the effect may be minimal, especially with early diagnosis and treatment. Children with more profound hearing impairments and deafness are unable to access auditory feedback, impairing the normal development of speech and language.

Educational Achievement: The educational achievement of students with hearing impairments may be significantly delayed in comparison to that of their hearing peers. Students with a hearing impairment have considerable difficulty succeeding in an educational system that depends primarily on the spoken word and written language to transmit knowledge.

Teaching Strategies

Students with auditory impairments are provided special education services by a variety of professionals. These include the following specially trained individuals:

Audiologists are professionals who diagnose, treat, and manage individuals with hearing loss.

Teachers of the Hearing Impaired are specially trained educators who provide educational support to the student, the family, and other educators.

Speech-Language Pathologists provide treatment for speech and language disorders.

Interpreters are specially training individuals who relay to the student anything that is said in the class by employing communication processes such as repetition, sign language, fingerspelling, body language, and verbal expression.

Children who are hearing impaired will find it much more difficult than children who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. For children who are deaf or have severe hearing losses, early, consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay.

By the age of four or five, most children who are deaf are enrolled in school on a full-day basis and practice special work on communication and language development. It is important for teachers and other professionals to work together to teach the child to use his or her residual hearing to the maximum extent possible, even if the preferred means of communication is some type of visible communication. Since the great majority of deaf children (over 90%) are born to hearing parents, programs should provide instruction for parents on the implications of deafness within the family.

Other specific strategies and services include:

regular speech, language, and auditory training from a specialist

the use of amplification systems

services of an interpreter for those students who use one or more visual communication modes

favorable seating in the class to facilitate speechreading

captioned films/videos

the assistance of a notetaker who takes written notes so that the student with a hearing loss can fully attend to instruction

instruction for the teacher and peers in alternate communication methods such as sign language

People with hearing loss use oral or manual means of communication or a combination of the two:

Oral communication includes speech, speechreading and the use of residual hearing

Manual communication involves sign language, fingerspelling, and/or cued speech

Total Communication as a method of instruction is a combination of the oral method plus sign language, fingerspelling and cued speech

Assistive Technology

Modern technology has provided opportunities for students with hearing impairments to access the general curriculum. These include:

Hearing Aids and Auditory Training Devices: Hearing aids are one of the most well-known types of devices used by individuals with hearing impairments. There are a great variety of hearing aids, but all are intended to amplify sound. Auditory training devices include devices such as FM systems. FM systems are more simplistic than hearing aids. To use a FM system, the teacher speaks into a microphone and the student would use headphones or speakers.

Computers: There are many special software programs for students with hearing impairments. The programs can supplement instruction by providing speech drills, auditory training, sign language instruction, and reading and language instruction.

Alerting Devices: Many everyday devices have been adapted for individuals with hearing impairments, including items such as watches, doorbells, fire alarms, school bells, and alarm clocks. Instead of using noise, these devices use vibration and light to alert the individual.

Captioning: Televisions are equipped with the ability to provide captioning for individuals with hearing impairments. Closed-captioning makes television and film accessible for individuals with hearing impairments.

Telecommunication Devices: In order for individuals with hearing impairments to communicate using the telephone, they may use a telecommunication device for the deaf (TDD). A TDD is a small keyboard with a display and modem. In order to use the TDD, the individual must relay information to an operator. Text messaging has recently become a very useful avenue for individuals with hearing impairments to relay messages without using the TDD.

Cochlear Implants: The cochlear implant is a surgically implanted device designed to make sounds audible for individuals with sensorineural hearing loss.

Organizations

Texas School for the Deaf

The Texas School for the Deaf provides educational and related services to students who are deaf and hard of hearing at their residential campus in Austin. In addition to serving its residential students, TSD serves as a resources center on deafness for students, parents, professionals, and others throughout the state.

1102 S. Congress Avenue
Austin, TX 78704-1728

Web: www.tsd.state.tx.us

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Education Resource Center on Deafness (ERCOD)

The Education Resource Center on Deafness provides information, referrals, resources, workshops, summer programs, distance learning, and interpreter training for students, families, and professional service providers.

Statewide Information at Texas School for the Deaf
1102 S. Congress Avenue
Austin, TX 78704-1728

Sorenson Communications

Sorenson Communications is a pioneer of industry-leading communication services for the deaf and hard-of-hearing community. The company's offerings include Sorenson Video Relay Service® (VRS), the line of high-quality videophones (VP), and Sorenson IP Relay Service TM (siprelay). Sorenson VRS enables deaf and hard-of-hearing callers to conduct video relay conversations with hearing friends, business colleagues, and family members through a qualified American Sign Language interpreter

4192 South Riverboat Road, Suite 100
Salt Lake City, Utah 84123

Web: www.sorensonvrs.com

Services for the Deaf and Hard of Hearing

Deaf Services manages the operation of the Agency's Regional Day School Program for the Deaf, performs all activities required to maintain a statewide program for students who are deaf or hard of hearing, and provides leadership to local regional day schools for the deaf in the planning, implementation and operation of comprehensive education programs for students who are deaf or hard of hearing.

IDEA Coordination
Texas Education Agency
1701 N. Congress Avenue
Austin, TX 78701-1494

Office for Deaf and Hard of Hearing Services

The DARS, Division for Rehabilitative Services, Office for Deaf and Hard of Hearing Services (DHHS) works in partnership with people who are deaf or hard of hearing to eliminate societal and communication barriers to improve equal access for people who are deaf or hard of hearing. DHHS advocates for people of all ages who are deaf or hard of hearing to enable them to express their freedoms, participate in society to their individual potential, and reduce their isolation regardless of location, socioeconomic status, or degree of disability.

Department of Assistive and Rehabilitative Services
P. O. Box 12904
Austin, TX 78711-2904

Telecommunications Relay Services for Individuals who are Deaf, Hard of Hearing, or with Speech Impairments

Phone: 800-735-2991 (ASCII); 877-826-6607 (Speech to Speech)

Alexander Graham Bell Association for the Deaf, Inc.

The Alexander Graham Bell Association for the Deaf and Hard of Hearing helps families, health care providers and education professionals understand childhood hearing loss and the importance of early diagnosis and intervention. Through advocacy, education, research and financial aid, AG Bell helps to ensure that every child and adult with hearing loss has the opportunity to listen, talk and thrive in mainstream society.

3417 Volta Place, NW
Washington, DC 20007

American Society for Deaf Children

The American Society for Deaf Children supports and educates families of deaf and hard of hearing children and advocates for high quality programs and services.

P.O. Box 3355
Gettysburg, PA 17325

American Speech-Language Hearing Association

The American Speech-Language-Hearing Association is the professional, scientific, and credentialing association for more than 130,000 members and affiliates who are speech-language pathologists, audiologists, and speech, language, and hearing scientists in the United States and internationally. Empowering and supporting speech-language pathologists, audiologists, and speech, language, and hearing scientists by: advocating on behalf of persons with communication and related disorders; advancing communication science, and promoting effective human communication

2200 Research Blvd. # 325
Rockville, MD 20852

Laurent Clerc National Deaf Education Center and Clearinghouse, KDES PAS-6, Gallaudet University

The Clerc Center has been mandated by Congress to develop, evaluate, and disseminate innovative curricula, instructional techniques and strategies, and materials. The aim of the Clerc Center is to improve the quality of education for deaf and hard of hearing children and youth from birth through age 21.

800 Florida Avenue N.E.
Washington, DC 20002-3695

Email: Clearinghouse.Infotogo@gallaudet.edu
Web: clerccenter.gallaudet.edu

National Institute on Deafness and Other Communication Disorders Clearinghouse

NIDCD is mandated to conduct and support biomedical and behavioral research and research training in the normal and disordered processes of hearing, balance, smell, taste, voice, speech, and language. The Institute also conducts and supports research and research training related to disease prevention and health promotion; addresses special biomedical and behavioral problems associated with people who have communication impairments or disorders; and supports efforts to create devices which substitute for lost and impaired sensory and communication function.

31 Center Drive, MSC 2320
Bethesda, MD 20892-2320

Hearing Loss Association of America

The HLAA mission is to open the world of communication to people with hearing loss through information, education, advocacy, and support. HLAA provides cutting edge information to consumers, policy makers, business professionals and family members through our dynamic website, www.hearingloss.org, an award-winning publication, Hearing Loss, an online newsletter, ENews, message boards. In addition, we bring consumers and policy makers together to learn about hearing accessibility issues at our national and regional conventions

7910 Woodmont Avenue, Suite 1200
Bethesda, MD 20814

Web: www.hearingloss.org

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming.

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Tips for Using Assistive Technology Devices

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Tips for Using Assistive Technology Devices

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Use the device to make a request - Modeling with students on how to place a request.

Reward the individual with the request. Have 1 or 2 pictures at first. They can be increased or decreased on most apps.

Avoid games on the learning device.

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How Technology Can Help People With Autism

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From weighted blankets to socially responsive robots, there is an incredible range of assistive technology available to help those with autism.

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An inability to comprehend verbal language due to an inability to hear characterizes deafness. The official definition of deafness from the Individuals with Disabilities Education Act (IDEA) is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” The phrase “with or without amplification” is significant as it indicates that a hearing aid will not provide sufficient accommodation so that the student can succeed in the classroom.

https://sites.ed.gov/idea/regs/b/a

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Daredevil: the blind superhero. A teacher can be a superhero for any kids

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Tips for Using Assistive Technology Devices

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Tips for Using Assistive Technology Devices

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Hearing aids / FM Systems (Auditory Trainers)

Glasses / Low vision devices (magnifiers, monoculars, CCTV, etc.)

Alerting devices (vibrating alarms, watches, etc.)

Captioning (TV and Video)

TDD, telebraille or relay services for making phone calls

Calendar system (boxes, boards and posters - using objects, pictures or symbols)

Easel, book stands

Calculators

Light box

Augmentative Communication devices

Computer aided real time (CART)

Lamps or spotlights on interpreter or materials

Intervener, interpreter or interpreter-tutor

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(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.(ii) Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.
(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

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Tablets and other devices can be great tools for autistic people of all ages. Autism Speaks has compiled the following tips to help individuals with autism benefit from using assistive technology devices in all areas of life. Read our tips below to learn more and get started.

Using Your Assistive Technology Device for Communication

There are many wonderful apps which focus on developing language. Many families and teachers are particularly interested in helping their children and students learn to talk using a device. This can be very helpful for individuals who are having difficulty learning language. I recommend you work closely with your speech and language therapist on how to incorporate assistive technology into the treatment plan. In the meantime here are some tips to get you started:

What to look for in an app:

For beginning language learners you want to have an app that has lots of pictures. Some apps come with plenty of pictures; others let you upload your own photographs. The app should also speak the word when the picture is touched. It's also nice if you can control how many pictures are displayed at a time, and make your own categorization system to keep track of all the different pictures.

Using Your Device to make a Request

Step 1: Start by modeling how it's done! When the individual wants something, have the device out and touch the picture so the device says the word. Repeat the word yourself, then hand over what he or she is asking for. For example, if he or she wants another slice of pizza, press the device picture of a piece of pizza. The device says "pizza", you repeat "pizza", and you hand over the pizza.

Step 2: Any time the device user tries to repeat the word, or say the word, make sure to reward him! After doing the above example many times, he or she may make a "p" sound when they want pizza, or repeat the word after the device. If the device user makes any attempt to communicate in this way, make sure to hand over the pizza (or whatever he wants) right away.

Step 3: Any time you're the individual tries to communicate using the device, make sure to reward him or her! If he or she presses a picture, make sure to give the requested item, even if you're not sure that's really what he/she wants. That will help them learn to associate the pictures with objects. At first you may want to have only one or two pictures up at a time on the device, until the individual learns how to use it. In most apps, you can increase and decrease the number of pictures on the screen at one time.
Keep in mind:
If you are using the device primarily to teach language, you might want to avoid putting games on it at first, at least until you're the user is consistently communicating. Otherwise he may open games when you want him to be talking to you!

If you're using the device for communication, make sure it's available all the time, you don't want to take away his or her voice.

This is just the beginning! Teachers or speech and language pathologist can help you start to use the device in conversations once your child has the basics.

Using Your Device for Daily Activities

Your device can help individuals with daily activities and routines. They can help with staying on a schedule, and laying out the steps in completing activities.

What to look for in an app:

There are many different scheduling apps, as well as ones with visual supports. Which one is best will depend on your needs and types of activities.

Ways to use your device for daily activities:

Step 1: Keep a schedule on the device, with reminders that pop up when it's time for the next activity.

Step 2: Have steps for activities that are difficult for the individual with autism, such as teeth brushing, getting dressed, etc. You can have pictures with each step in putting on pajamas that the device user can follow along to help increase his/her independence.

Step 3: Use a visual schedule to help with evening routines. For example, after school you may have a snack, then do homework, then be allowed to play outside. Having a picture of what he or she is supposed to be doing first and what's coming next may help keep them focused.

Keep in mind:

Ask treatment providers to help you set up a routine and set up the apps!

Using Your Device as a Reward
Note: This should only be used by those who do not use their device for communication. As stated above, If you're using the device for communication, make sure it's available all the time; you don't want to take away his or her voice.
Many individuals with autism find the device very motivating, and this is a good opportunity to use it to encourage new skills.

What to look for in an app:

Give special attention to games that are engaging for the user!

Ways to use as a reward:

Step 1: Choose a behavior you want to increase that is appropriate for the device user's skill level. This may be something simple like playing nicely with a sibling, or something more complicated like getting ready for school independently.

Step 2: Break down the behavior into small steps that you can reward. For example, if you want them to play nicely with a sibling, you may break down the behavior by rewarding for every minute he or she plays without hitting. Over time you can increase the demands, to two minutes without hitting, then five minutes without hitting before he gets the device. If you choose something like getting ready for school independently, first you would help him /her through most steps, and have him brush his teeth independently before getting the device. Once this is consistent you'd have him/her eat breakfast and brush their teeth before playing on the device. You can add in getting dressed, packing a back-pack, and other tasks over time.

Step 3: Make sure you're consistent. Whatever step they are working on should result in the reward each time a task is completed. Remember not to give the reward at other times. This sends mixed messages. Over time you can add in more behaviors that can earn time on the device.
Keep in mind:

A behavioral therapist or teacher can help you pick an appropriate behavior and reward system.

You may need to set a timer to indicate when it's time to stop playing on the device.

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Tips for Using Assistive Technology Devices | Autism Speaks

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Tablets and other devices can be great tools for autistic people of all ages. Autism Speaks has compiled the following tips to help individuals with autism benefit from using assistive technology devices in all areas of life. Read our tips below to learn more and get started.

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Developmental Delay only applies to children age 9 and younger. Eligibility is based on the use of an approved curriculum-based assessment, record review, observation, and parent interview. These assessments are designed to assess functional skills in everyday settings and provide more functional information than standardized tools. Curriculum based assessments can also be used for program planning and ongoing assessment.

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Harford County Public Schools offers its Early Intervention Program, "Learning Together," for 3- and 4-year-old students with learning disabilities or developmental delays participate in a free, two- or three-half-day preschool to prepare them for kindergarten.

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This site has an array of information of signs that a student may have hearing impairment as well as tech/ideas for assisting the student in the classroom.

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Did you know... - Approximately 85% of all DHH students in the United States are educated in public school programs with 43% spending most of the school day in general education classrooms (U.S. Department of Education, Office of Special Education and Rehabilitative Services, & Office of Special Education Programs, 2004).

- In general, the average academic achievement of DHH students is considerably below that of their hearing peers (Traxler, 2000).
-Around 466 million people worldwide have disabling hearing loss, and 34 million of these are children (World Health Organization, 2020).
​- 60% of childhood hearing loss is due to preventable causes (World Health Organization, 2020).
- A mild hearing loss can cause a child to miss as much as 50% of classroom discussion (CHC, 2016).

FM System- FM systems send the teacher's voice from a wireless microphone directly to a receiver worn by a student with hearing loss. It can be connected to a hearing aid or cochlear implant, or a headset/ earbuds. This enhances what the child is able to hear as they are able to directly hear the teacher's voice without distractions.

Closed Captioning- Closed captions provide spoken dialogue as printed words on a screen when playing a video or audio. If indicated on a child's IEP, schools are required to use captioned audio and video.

Augmentative and Alternative Communication (AAC)- AAC devices are communication devices, systems, tools, and strategies that replace or support verbal communication for those who have difficulties using speech. They use pictures or symbols to represent words that students can use to create phrases or sentences to communicate nonverbally. This is a useful way of communication between deaf students and their teachers and peers that do not know sign language. Most AAC devices in classrooms are on iPads/ tablets, or they can also be done on paper.

Speech to Text- Speech to text devices convert spoken word into written text. There are many apps on technology devices that use a microphone to decipher what the speaker is saying, and then translate it to text on the screen. This can be a helpful tool during lectures so students can pay attention to what the teacher is saying and keep the transcript as their notes, rather than having to take down the notes. Some examples of speech-to-text apps are Google Live Transcribe and AVA, which both translate spoken word into written text.

Keep background noise to a minimum - Do not open windows, allow side conversations, run the pencil sharpener, turn on loud electric fans/AC units, move furniture around, etc. while class is in session.

Enunciate your words - Speak naturally without exaggerated lip movements; be clear and easy to understand.

Address the child by name - This will help your student with a hearing loss know you are speaking to him/her.

Repeat the question - Many times when a student asks a question, other students cannot hear what was asked. Repeating the question will help all students understand the answer.

Project your voice when far away - This will help not only your student who is hard of hearing, but the whole class.

Provide your student with a written copy of notes - Giving an outline of the lesson will allow the student to listen to all of the important points you make. It may be difficult for them to listen and take notes at the same time, so providing them with this gives them the chance to focus fully on what is said during the lesson.

Check in - Create a signal with your student who is hard of hearing to use to be sure he/she understands the instructions. Be sure ask other students if they have heard/understood the directions to avoid always singling out the child with hearing loss.

Preference seating- Encourage students with hearing loss to sit at the front of the classroom to allow for better hearing and an unobstructed view of you and the board ​

Avoid- Facing the board when teaching, chewing gum when speaking to students, and singling out DHH students

​* All info. per the Massachusetts Department of Elementary and Secondary Education

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Assistive Technology for Deaf/Hard of Hearing Children Erin Turner

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Did you know... - Approximately 85% of all DHH students in the United States are educated in public school programs with 43% spending most of the school day in general education classrooms (U.S. Department of Education, Office of Special Education and Rehabilitative Services, & Office of Special Education Programs, 2004).

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TBI students can benefit from the use of noise canceling headphones to regulate classroom noise. Headphones can help TBI students ease sensory stimulations in the classroom.

Farmer, J. E., & Peterson, L. (1995). Pediatric traumatic brain injury: Promoting successful school reentry. School Psychology Review, 24, 230–243.

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ZOHAN Kids Ear Protection 2 Pack,Kids Noise Canceling Headphone for Concerts, Monster Truck, Fireworks

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Buy ZOHAN Kids Ear Protection 2 Pack,Kids Noise Canceling Headphone for Concerts, Monster Truck, Fireworks: Over-Ear Headphones - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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Study carrels can help eliminate visual stimulation that can trigger TBI students.

Classroom interventions for students with traumatic brain injuries. BrainLine. (2018, August 15). https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries

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16-Pack Desk Dividers for Students - Durable & Waterproof Plastic Study Carrel Divider, Classroom Folders Teacher Supplies, Easy-to-Clean Plastic Privacy Shield Boards for Student Desks

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Supporting Students with TBI using Assistive Technology

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Augmented/Alternative Communication (AAC) device used to help TBI students who have difficulty communicating due to brain injury. These devices will allow students to say simple phrases.

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Spectronics - Inclusive Learning Technologies

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The GoTalk series of communication devices offers a surprising array of features for a surprisingly low price!

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The Technology Related Assistance to Individuals with Disabilities Act of 1988 described an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

Assistive technologies can be "high tech" and "low tech:" from canes and lever doorknobs to voice recognition software and augmentative communication devices (speech generating devices).

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LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies

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The Technology Related Assistance to Individuals with Disabilities Act of 1988 described an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

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(i) Deaf-blindness refers to a child with both hearing and visual disabilities. The Individual with Disabilities Education Act (IDEA) officially defines the term as “concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.”

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Deaf-blindness refers to a child with both hearing and visual disabilities. The Individual with Disabilities Education Act (IDEA) officially defines the term as “concomitant [simultaneous]...

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Individualized Education Program (IEP) / Specialized Instruction

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Individualized Education Program (IEP): Developing a customized educational plan that addresses the unique needs of students with deafness, including goals, services, and supports.

Specialized Instruction: Providing instruction tailored to the student's learning style, incorporating visual and hands-on approaches, and utilizing strategies specific to deafness, such as sign language or speech therapy.

https://www.nationaldeafcenter.org/

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Simple Ideas for Hearing Impairment in the Classroom in addition to Tech Options

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Simple Ideas for Hearing Impairment in the Classroom in addition to Tech Options

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Face the teacher (to assist child with lip reading), slides with pertinent information displayed for student to read, interpreter in the classroom, videos with subtitles on, write down instructions

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Sign Language Interpreters: Ensuring access to qualified interpreters who facilitate communication between the student and teachers, enabling effective participation in classroom activities.

Captioning and Transcripts: Providing captions or written transcripts for audio content, including lectures, videos, and audio recordings, to ensure access to auditory information.

https://nationaldeafcenter.org/resources/access-accommodations/accomodations101/

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Assistive Listening Devices (ALDs): Using devices that enhance sound transmission directly to hearing aids or cochlear implants, improving sound clarity and amplification.

Augmentative and Alternative Communication (AAC) Systems: Implementing communication tools such as speech-generating devices, communication boards, or tablet applications to support expressive and receptive communication for students with limited verbal skills.

https://www.nationwidechildrens.org/family-resources-education/health-wellness-and-safety-resources/helping-hands/assistive-listening-devices

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Educational Challenges

Students who are deaf face several educational barriers, which can make the following tasks difficult:

Learning by lectures

Participating in classroom discussions

Giving oral presentations

Taking oral exams

Note taking

Watching educational films

Additionally, NICHCY identifies language arts as a potentially problematic subject, specifically in topics such as vocabulary, grammar and word order.

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Individuals with Disabilities Education Act

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Subpart A - General - Individuals with Disabilities Education Act

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Statute/Regs Main " Regulations " Part B " Subpart A Purposes and Applicability Sec. 300.1 - Purposes Sec. 300.2 - Applicability of this part to State and local agencies Definitions Used in This Part Sec. 300.4 - Act Sec. 300.5 - Assistive technology device Sec. 300.6 - Assistive technology service Sec.

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Text-to-Speech Tool by Microsoft | Free and Easy to Use

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Vocalize, give extra time, bold contrast and vocalize!

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The average classroom is designed for fully sighted students. But according to the CDC, nearly 3 percent of children under the age of 18 are blind or visually impaired. Some of these children attend schools specifically for teaching blind students, but others enroll in their local public or private schools. As a teacher, you may wonder how to accommodate these students to give them the best chance to succeed. That's why we've asked some experts to offer practical tips you can use every day.

What does it mean to be blind or visually impaired?

When you hear the term "blind," you likely think of someone who has no vision at all. But that's just one part of the visual spectrum. Here are some other terms you should know.

Partially sighted: A person who is partially sighted has some vision in one or both eyes. This term is frequently used in educational settings.

Low vision: This term describes a person with poor vision that cannot be fully corrected with glasses or contacts. In some cases, the person can see things up close but not at a distance, or vice versa. Others have poor visual acuity across the entire spectrum.

Legally blind: A legally blind person has vision that cannot be corrected to better than 20/200 in at least one eye. It also refers to those who have a field of sight of 20 degrees or less.

Totally blind: One who is blind has total loss of sight.

Students may fall anywhere along this spectrum, so it's important to know more about their specific level of impairment. They may have an IEP or 504 on file, so study it carefully to learn what you can do to help them do well in your classroom.

Source: USA Today

A Note About Language

The debate continues about "person-first" vs. "identify-first" language, and the correct terms to use to describe those who are differently abled. Some organizations and people prefer the terms "blind person" or "visually impaired person." Others encourage the use of "person who is blind" or "person with visual impairment." In this article, we've used both forms, since you're likely to encounter them both in the real world. We recommend asking affected students in your classroom if they have a preference, and follow their lead.

Meet the Experts

Charlene Laferrera, MEd, is a Certified Teacher of the Visually Impaired (TVI). She's spent 30+ years working in various school systems, including the Perkins School for the Blind, with students ranging in age from birth to 22 years of age.

Magali Gueths, MEd, has been a Certified Orientation and Mobility Specialist (COMS) for 20+ years, working in various locations and school districts. Magali has a fully blind son, so she innately understands the needs of blind and visually impaired students.

10 Practical Tips for Teaching Blind or Visually Impaired Students

Source: Perkins School for the Blind

Charlene and Magali assembled this list of tips for teachers who work with students who are blind or visually impaired. Overall, they stressed the importance of ensuring these students always have access to COMS or certified TVIs in their schools. They also offer these day-to-day actions for helping blind or visually impaired students succeed.

1. Always use names

Always use a visually impaired student's first name when addressing them. This way they will know you are talking to them and not someone else. When passing them in hallways, instead of saying, "Hi," have people announce their names, as blind or visually impaired students may not be able to recognize faces. For example: "Hi Sara, it's Mrs. Murphy. How are you today?" Prompt fellow students to do the same because this fosters connection in the school community.

2. It's OK to use words that reference sight

Don't avoid words like "see" and "look." Just like their sighted peers, these words should be part of a blind or visually impaired student's vocabulary to connote how they see, whether by touch, bringing things close, or in normal conversation, like saying "see you later!"

3. Don't gesture, always verbalize

When writing on the board, always verbalize what you are writing so the student has access to that information and can follow along. Use positional and directional concepts like above/under, on top, behind/in front of, left/right, etc., and use descriptive sentences like "The ball is next to the door" instead of "The ball is over there." Avoid words and phrases like "here," "there," "over here," "over there," and gestures that provide direction, e.g., pointing to a location without verbalizing what is being pointed to because visually impaired students cannot see that.

4. Avoid asking if a student can see something

Don't ask a student, "Can you see this?" They often can see it, but that does not mean that they can access it or read it. Instead ask, "Can you find X?" or "Can you identify all the words and numbers without guessing?" or "Can you see some parts of the board better than others?"

5. Correct seating is crucial

Always favor the stronger side of the student's vision due to visual field deficits. For example, if the student only uses his left eye, they would need to sit on the right side of the classroom away from the windows. Seating facing a light source (sun, windows) should ideally be at their back.

6. Contrast, contrast, contrast!

When teaching visually impaired or blind students, use contrast for everything. Think, "bold, big, and simple!" Use bright balls in contrast with the floor at the gym. Stairs should have at least the first and last steps taped with a contrasting color (typically yellow) at the edge of the step.

7. Follow the leader

When in line, direct their attention to the child in front of them using color of clothing or hair and have them model/follow what that child is doing (stopping, walking straight, turning, etc.), always moving slowly for safety.

8. Be a confident sighted guide

If you need to be a sighted guide for a preschooler, offer two fingers or your wrist for them to hold. You are not holding them unless it is for their safety. For older students, they hold just above your elbow with their dominant hand.

9. Safety first

Students need to understand the "rules of the road" and always use the right-hand side of hallways or the right railing. Use boundaries like cones in the gym, lines on the pavement to follow from school to the playground, etc. If there are changes to the classroom, walk the student through alone so they know where things are.

10. Examine your own beliefs

Be aware of your own acceptance and your beliefs surrounding what a student who is blind or visually impaired can do both in your classroom and as a professional. Your acceptance of a student who has a visual impairment will serve as an example to all the students in your class.

What practical tips do you have to offer those who are teaching visually impaired or blind students? Come share your thoughts and ask for advice in the WeAreTeachers HELPLINE group on Facebook.

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10 Tips for Teaching Blind or Visually Impaired Students

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When teaching visually impaired or blind students, these simple suggestions from experts in the field can make a world of difference.

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Discusses impact of visual impairment, teaching strategies, assessment strategies, and even color blindness.

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There is no 'typical' vision-impaired student: the impairment may be the result of a range of conditions and its impact will depend on the type, extent and timing of vision loss.

The impact of the impairment on learning will vary significantly according to the nature and extent of vision loss: some students will have been born without vision, others will have lost it gradually; some will have no vision at all, others will have some vision, be light-sensitive, or have limited peripheral vision. It is also possible that vision and light-sensitivity will fluctuate day-to-day.

Some students may rely on a guide dog or white cane to assist mobility while others have sufficient residual vision to get around independently. Students may require adjustments and assistive devices to facilitate access to education. An adjustment may be as simple as a seat near the front of the class, but most students use assistive technology (such as closed-circuit TV, screen-magnification or screen-reading software) to enable them to read and access the internet.

Impact of Vision Impairment and Blindness

The learning processes of students with vision impairment may be affected in the following ways:

Students with vision impairment may access information in a variety of ways, for example Braille, audio-tape, or enlarged print. Braille readers cannot skim read and may take up to three times as long as other students to read a text. Students with some vision may be large-print readers. Many will be unable to read examination questions and handouts in standard print or read their own handwriting when answering examination questions. They may also be unable to take their own notes. Extra time is needed to carry out some tasks, such as locating words in a text when shifting from one reading medium to another.

Students who need information put into alternative formats must wait, often up to six to eight weeks, for the material to be produced for them. This means that they will often fall behind other students in the class.

Students with vision impairment may feel isolated in the learning environment, which can have an impact on learning.

Headaches often result from eyestrain. This may reduce considerably the study time available to these students.

Participation and interaction in tutorials may be limited. It is difficult for students who cannot see the body language and interactions of others to feel comfortable about participating. Judging when it is appropriate to interrupt or to take a turn in discussion is particularly difficult.

Teaching Strategies

There is a range of inclusive teaching and assessment strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with vision impairment.

We often take for granted the amount of visual information received every day. Many students with a vision impairment do not have a lifetime of visual experiences to draw upon. It may be necessary to consider the amount of assumed visual content in your subject when designing learning tasks.

Prepare as much information as possible in electronic format - this makes it much easier to provide materials in accessible formats and allows users with disabilities to adapt the information to a format which is suitable for them.

Make required book lists and course materials available early so there is sufficient time for them to be reproduced in audio or Braille, if required.

Indicate compulsory texts in your reading list, noting important chapters if possible. Specifying the order of reading within a text is helpful, as it can take many weeks to have a book reproduced into audio or Braille.

For students with vision impairment your teaching style will need to be 'verbal'. Think about how to communicate information to students who cannot see what you are doing.

Verbalise what is written on the blackboard and on PowerPoints. Talk through any calculations as they are made or procedures as they are carried out. Read any printed information and describe any charts or graphs being used.

Academic activities which take place off-campus (such as industry visits, interviews or field work) may pose problems and on-campus alternatives may need to be considered.

Provide an individual orientation to laboratory equipment or computers in order to minimise the anxiety likely in an unfamiliar environment.

Consider supplementing laboratory practicals, experiments or field trips, for example by audio taping commentaries.

Inform the student if you plan to use videos, slides or PowerPoints, and discuss alternative ways of presenting the necessary information.

Because students with vision impairment are generally slower than other students in completing reading tasks (reading is slower; considerable time is involved in getting material taped or Brailled), provide reading lists well before the start of a course so that reading can begin early. Consider tailoring reading lists and provide guidance to key texts.

Providing the student with a vision impairment with prior notice that you plan to use a film or video in class allows him/her the option to request to see it beforehand. This will enable him/her to sit very close to the screen or have someone explain the film or video. It would be helpful to 'pause' on important points when the student is viewing the resource in class with others.

A student may have difficulty finding his/her essay or assignment in a pigeonhole or amongst a pile of other students' work.

Students may not be able to read your hand-written comments. It would be helpful if you could negotiate alternative feedback mechanisms with the student.

Students are usually able to access online learning materials with the use of assistive technologies if websites follow accessible web design guidelines.

The vision of some students may be affected by the glare from fluorescent lights or sunlight so you may need to attend to some aspects of your teaching environment. This should be done unobtrusively.

Use tactile graphics where necessary

Assessment Strategies

In considering alternative forms of assessment, equal opportunity not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

Students with a vision impairment may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on learning you can consider alternative assessment strategies.

Provide extensions to assignment deadlines if extensive reading has been set. Consider setting alternative assignments in which students have the opportunity to work intensively on a few selected texts rather than having to read widely.

Examination papers may need to be enlarged or Brailled, with tactile diagrams, maps etc. It may be necessary to provide heavy line paper, a scribe or special writing implements.

Some students may undertake examinations using a personal computer with assistive software. Some may need other assessment adjustments such as a reader/scribe, an oral examination, audio taped questions or large print papers. It may be necessary to provide extra space for equipment and specific personnel or a separate examination venue if the noise from equipment being used is likely to be distracting for other students.

Provide extra time in examinations. Some students with vision impairment will require double time for examinations so time for rest breaks will be essential. Take-home examinations or split papers are a preferred option under such circumstances.

Tactile graphics

People with a vision impairment are finding tactile graphics extremely valuable and, in some cases, vital for successful study, work and leisure. While people with a vision impairment are routinely provided with text transcribed into Braille, audio or large print, the pictures, diagrams and maps which accompany text are often omitted or only very briefly described.

Visual graphics can effectively be converted into tactile graphics, even for the highly graphical information contained in maps and scientific material. This is not simply a matter of taking a visual image and making some kind of tactile photocopy - the tactile is a considerably less sensitive sense than the visual.

Visual graphics need to be re-designed by experts, in a variety of formats such as vacuum-formed (thermoform), swell paper (microcapsule paper) and embossed (such as that produced on a Braille printer). They can also be accompanied by labels and descriptions in Braille or audio format.

Tactile graphics are useful when:

the user is print-impaired but has some tactual ability

a concept not easily described in words

a real object is unavailable for touching

the shape, form or pattern is significant

it is necessary to illustrate scale and explain maps, technology or biological relationships

a one-time reference or reminder is needed

the educational experience can be enhanced

Tactile graphics are not, however, exact replicas of the original, nor are they good for fine detail and representing very large graphics. They should not be used without training and support materials.

Colour Blindness

Colour blindness (or colour deficiency) is typically a genetic condition, although it can also be the result of injury, disease or ageing. (Although not actually called colour blindness, age-related colour deficiency is a result of the yellowing of the corneas, which severely hampers the perception of violet and blue.)

It is much more common in men than in women - around one in 12 men have some kind of colour perception problem. There are many different types and degrees of colour blindness. It is extremely rare to have monochromasy, the complete absence of any colour sensation.

Related Resources

ADCET Webinars and other recordings

Weblinks and other resources

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Inclusive Teaching: Blind and Vision Impaired

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Inclusive teaching practices for students who are blind or vision Impaired

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Gives specific examples of what a blind/visually impaired student may experience in class (misconceptions), encouragement to allow students more time to be independent, and how to support a child with visual impairment.

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More Than Meets the Eye: Working with Students with Visual Impairments

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Assistive Technology for Speech Impairment

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Assistive Technology for Speech Impairment

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This website provides various levels of augmentative and alternative communication (AAC) options as well as electric fluency devices to help students who have speech impairment.

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LibGuides: Speech Disorders: Common Assistive Technologies

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This guide provides resources about speech disorders.

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Text-to-Speech app that allows students with speech impairment communicate. With AI technology, students can choose the voice they want apply to their text to make it more exciting and personal.

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Speechify: Free Text to Speech & Voice Typing AI Assistant | 55M+ Users

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Speechify reads anything aloud to you. Listen to books, PDFs, or web pages anytime with natural voices. Try Speechify free.

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Useful and practical strategies to implement in class to assist students with speech impairment.

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

Redirect the student frequently and provide step by step directions - repeating when necessary.

Allow students to tape lectures.

Allow more time for the student to complete activities.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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https://www.youtube.com/watch?v=KcxPQ3AYpqo

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The IDEA's Special Education Categories: Emotional Disturbance

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Signs of emotional disturbance include:
*Withdrawal
*Hyperactivity
*Aggression

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https://study.com/academy/lesson/emotional-disturbance-definition-symptoms.html

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There are six types of emotional disturbance disabilities according to the  Kansas State Department of Education

https://www.ksde.org/Portals/0/ECSETS/FactSheets/FactSheet-SpEd-ED.pdf

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https://literacyhow.org/sld-dyslexia/

Students who have specific learning disabilities have a disability that is directly related to their literacy understandings and progressions at any age level unless identified and given an IEP.

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What is Dyslexia?

Dyslexia is included in the Individuals with Disabilities Education Act (IDEA, 2004) as a specific learning disability (SLD). Dyslexia is neurobiological in origin and impacts reading, including decoding and reading fluency (i.e., accurate and/or fluent word recognition) and spelling. It results from a significant deficit in phonological processing (i.e., a persistent difficulty in the awareness of and ability to manipulate the individual sounds of spoken language) and is often unexpected and inconsistent with a student's other abilities despite the provision of effective classroom instruction.

Typically, students with dyslexia have strengths in areas such as reasoning, critical thinking, concept formation, problem solving, vocabulary, listening comprehension, and social communication (e.g., conversation). Early identification and appropriate instruction targeting the underlying phonological processing deficits that characterize dyslexia may minimize its educational impact.
CSDE Working Definition of SLD/Dyslexia

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Dyslexia is included in the Individuals with Disabilities Education Act (IDEA, 2004) as a specific learning disability (SLD). Dyslexia is neurobiological in origin and impacts reading, including decoding and reading fluency (i.e., accurate and/or fluent word recognition) and spelling.

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Definition, Checklist and Characteristics

Specific learning disability (SLD) refers to a disorder in one or more of the basic processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations.

Specific learning disability categories include dyslexia, executive function disorder, perceptual disabilities, brain injury, minimal brain dysfunction, and developmental aphasia.

SLD does not include learning problems related to physical difficulties (visual, hearing, motor skills), emotional disturbance, cultural factors, environmental, or economic disadvantage.

Specific Learning Disability is mentioned in the IDEA (Individuals with Disabilities Education Act, 2004), the idea being that to qualify for an IEP (Individual Education Plan) a specific disability must be identified according to Federal guidelines.

Federal Definition of SLD

While states have some discretion as to how they measure specific learning disabilities, there are fairly detailed Federal guidelines that must be adhered to. Criteria adopted by states:

1. Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability;

2. Must permit the use of a process based on the child's response to scientific, research-based intervention;

3. May permit the use of other alternative research-based procedures for determining whether a child has a learning disability.

Who Makes The Diagnosis

The assessment process made to determine if a child suspected of specific learning disabilities is a child with a disability must be made by the child's parents and a team of qualified professionals, including the child's regular teacher and a person qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial reading teacher. The assessment must include observations in the child's classroom.

Definition of Specific Learning Disability In Detail

A specific learning disability as defined in IDEA:

1. When the child does not achieve adequately for the child's age or meet State-approved grade-level standards in one or more of the following areas:
- Oral expression
- Listening comprehension
- Written expression
- Basic reading skill
- Reading fluency skills
- Reading comprehension
- Mathematics calculation or problem solving

2. The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, due to an identified learning disability that is not the result of a visual, hearing, or motor disability; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency.

To see more details on the specific learning disabilities evaluation process, read this Identification of Specific Learning Disabilities on the US Department of Education website.

Can Gemm Learning Help?

Our software accelerates the natural development of essential cognitive skills needed for learning and reading. Our quick-fire exercises use the sounds of language and neuroscience principles to help the brain mature its learning on a faster trajectory. Our goals are improved processing, easier learning and more automatic reading.

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Specific Learning Disability | SLD Definition, What is SLD?

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Specific learning disability (SLD) refers to a disorder in one or more of the basic processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations.

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There's a broad array of ideas to counteract and combat specific learning disability.

https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

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An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

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Definition

Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

Characteristics

The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas: neuromotor impairments, degenerative diseases, and musculoskeletal disorders. The specific characteristics of an individual who has an orthopedic impairment will depend on both the specific disease and its severity, as well as additional individual factors.

A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.

Cerebral palsy refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements. The four most common types of cerebral palsy include:

Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

Athetoid (movements are contorted, abnormal, and purposeless)

Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

Mixed (any combination of the types)

Cerebral palsy is also classified by which limbs (arms and legs) are affected. Major classifications include hemiplegia (left or right side), diplegia (legs affected more than arms); paraplegia (only legs), and quadriplegia (all four limbs).

Spina bifida is a developmental defect of the spinal column. Spina bifida is characterized by an abnormal opening in the spinal column and frequently involves some paralysis of various portions of the body. It may or may not affect intellectual functioning. Spina bifida is usually classified as either spina bifida occulta or spina bifida cystica. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.

Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.

Impact on Learning

The specific impact on learning of an individual is contingent upon the disease, its severity, and individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities.

Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction.

Teaching Strategies

As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.

In order for the student to access the general curriculum, the student may require these accommodations:

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

Awareness of medical condition and its affect on the student (such as getting tired quickly)

Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:

Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)

Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)

Speech-Language Pathologists who work with the student on problems with speech and language

Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities

Other Therapists (Massage Therapists, Music Therapists, etc.)

Assistive Technology

Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:

Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Organizations

United Cerebral Palsy Associations, Inc.

1660 L Street NW, Suite 700
Washington DC 20036

Web: www.ucp.org

United Cerebral Palsy of Texas

The national organization and its nationwide network of affiliates strive to ensure the inclusion of persons with disabilities in every facet of society-from the Web to the workplace, from the classroom to the community. As one of the largest health charities in America, the mission of United Cerebral Palsy is to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network.

1016 La Posada, Suite 145
Austin, TX 78752

Email: info@ucptexas.org
Web: www.ucptexas.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Easter Seals--National Office

Easter Seals offers help, hope and answers to more than a million children and adults living with autism and other disabilities or special needs and their families each year. Services and support are provided through a network of more than 550 sites in the U.S. Each center provides exceptional services that are individualized, innovative, family-focused and tailored to meet specific needs of the particular community served.

230 West Monroe Street, Suite 1800
Chicago, IL 60606-4802

Web: www.easter-seals.org

March of Dimes Birth Defects Foundation

The March of Dimes mission is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They carry out this mission through research, community services, education and advocacy to save babies' lives. March of Dimes researchers, volunteers, educators, outreach workers and advocates work together to give all babies a fighting chance against the threats to their health: prematurity, birth defects, low birthweight.

1275 Mamaroneck Avenue
White Plains, NY 10605

Phone: 914-428-7100; 888-663-4637
Email: askus@marchofdimes.com
Web: www.marchofdimes.com

National Rehabilitation Information Center (NARIC)

The core mission of the Center is to collect and disseminate the results of research funded by the National Institute on Disability and Rehabilitation Research (NIDRR). NARIC staff members have been dedicated to providing direct, personal, and high-quality information services to anyone throughout the country.

4200 Forbes Boulevard, Suite 202
Lanham, MD 20706

Email: naricinfo@heitechservices.com
Web: www.naric.com

Spina Bifida Association of America

The Spina Bifida Association (SBA) serves adults and children who live with the challenges of Spina Bifida. Since 1973, SBA has been the only national voluntary health agency solely dedicated to enhancing the lives of those with Spina Bifida and those whose lives are touched by this challenging birth defect. Its tools are education, advocacy, research, and service.

4590 MacArthur Boulevard, N.W., Suite 250
Washington, DC 20007

National Institute of Neurological Disorders and Stroke (NINDS)

The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world. NINDS conducts, fosters, coordinates, and guides research; operates research projects, program projects, and research center grants; and collects and disseminates research information related to neurological disorders.

National Institutes of Health
National Institue of Neurological Disorders and Stroke
P.O. Box 5801
Bethesda, MD 20824

Web: www.ninds.nih.gov

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

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Special Needs Resource and Training Blog

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The definition of orthopedic impairment under IDEA means a severe orthopedic impairment that adversely affects a child's education performance. Causes include:

There are 3 classifications that an orthopedic impairment can fall under:

1. Neuromotor impairment, this would include cerebral palsy, spinal cord injuries, spina bifida, and seizure disorders

2. Degenerative Disease such as muscular dystrophy and Ehlers-Danlos Syndrome

3. Musculoskeletal Disorders including scoliosis and deformed limbs.

Students with orthopedic impairments often qualify for therapy including physical and occupational therapy. assistive technology should be included for accommodating the students needs.

The following links provide resources on teaching assessment, modifications, and teaching information.
Orthopedic impairment: A guide for parents and teachers Orthopedic impairment characteristics: Classroom modification and assistive technology Orthopedic impairment and special needs students Orthopedic impairment disability Teaching strategies for mobility impaired students Teaching strategies for orthopedic impairment Teaching students with disabilities: Orthopedic impairment Teaching students with orthopedic impairment Understanding individuals with physical, health, and multiple disabilities

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Teaching Strategies for Students with Orthopedic Impairments - Special Needs Resource and Training Blog

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The definition of orthopedic impairment under IDEA means a severe orthopedic impairment that adversely affects a child's education performance. Causes include: genetic disease injury birth trauma burns fractures cerebral palsy amputation There are 3 classifications that an orthopedic impairment can fall under: Neuromotor impairment, this would include cerebral palsy, spinal cord injuries, spina bifida, and [...]

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Some examples of assistive technologies are:

Mobility aids, such as wheelchairs, scooters, walkers, canes, crutches, prosthetic devices, and orthotic devices.

Hearing aids to help people hear or hear more clearly.

Cognitive aids, including computer or electrical assistive devices, to help people with memory, attention, or other challenges in their thinking skills.

Computer software and hardware, such as voice recognition programs, screen readers, and screen enlargement applications, to help people with mobility and sensory impairments use computers and mobile devices.

Tools such as automatic page turners, book holders, and adapted pencil grips to help learners with disabilities participate in educational activities

Closed captioning to allow people with hearing problems to watch movies, television programs, and other digital media.

Physical modifications in the built environment, including ramps, grab bars, and wider doorways to enable access to buildings, businesses, and workplaces.

Lightweight, high-performance mobility devices that enable persons with disabilities to play sports and be physically active.

Adaptive switches and utensils to allow those with limited motor skills to eat, play games, and accomplish other activities.

Devices and features of devices to help perform tasks such as cooking, dressing, and grooming; specialized handles and grips, devices that extend reach, and lights on telephones and doorbells are a few examples.

For more information about types of assistive devices, check out the following resources:

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What are some types of assistive devices and how are they used?

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Some examples of assistive technologies are:

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Other health impairment (OHI) means 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 is due to chronic or acute health problems (F.D.E 23).

Some accomodations that can be made to assist students with OHI include: taking notes for them, arranged testing locations, new environments, classroom aides, etc. https://www.washington.edu/doit/health-impairments

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Other Health Impairment: Students wit Disabilities

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There is a range of medical diagnoses and subsequent health problems that can have a temporary or chronic impact on a student's academic performance. Common diagnoses include arthritis, cancer, multiple sclerosis, asthma, AIDS, and heart disease. Unless the condition is neurological in nature, health impairments are not likely to directly affect learning.

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It is important to know educational challenges that OHI possess, so that you can assist your students when these problems occur. Accomodation is very important 

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MDS can be simply explained as having more than one disability that possess educational limitations.

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Definition: A child with Multiple Disabilities shall have two or more areas of significant impairment, one of which shall be an intellectual disability. The other areas of impairment include: Orthopedic Impairment, Visual Impairment including Blindness, Hearing Impairment including Deafness, Speech or Language Impairment, Serious Emotional Disability, Autism Spectrum Disorders, Traumatic Brain Injury, or Other Health Impaired. The combination of such impairments creates a unique condition that is evidenced through a multiplicity of severe educational needs which prevent the child from receiving reasonable educational benefit from general education.

Other Disability Categories

For more information about Multiple Disabilities, contact:

Gina Herrera
Phone: (303) 866-6605
Email Gina Herrera

Having trouble with this webpage?

If you have problems with broken links or accessing the content on this page, please contact the Exceptional Student Services Unit at ESSU@cde.state.co.us. Please copy the URL link for this page into the email when referencing the problem you are experiencing.

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Definition: A child with Multiple Disabilities shall have two or more areas of significant impairment, one of which shall be an intellectual disability. The other areas of impairment include: Orthopedic Impairment, Visual Impairment including Blindness, Hearing Impairment including Deafness, Speech or Language Impairment, Serious Emotional Disability, Autism Spectrum Disorders, Traumatic Brain Injury, or Other Health Impaired.

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The term "multiple disabilities" obviously means "more than one disability." Within the Individuals with Disabilities Education Act, however, it has a more technical meaning. "Multiple Disabilities" is a disability category under The Individuals with Disabilities Education Act (IDEA). As you might expect, children with multiple disabilities have two or more disabling conditions that affect learning or other important life functions.

Multiple Disabilities Versus Multiple Diagnoses

It's important to note that there is a difference between "multiple disabilities" and "multiple diagnoses." That's because a child may have multiple diagnoses as a result of having been seen by multiple practitioners-but not fall into the "multiple disabilities" category. For example, a child with high functioning autism spectrum disorder might have collected additional diagnoses such as social anxiety, sensory dysfunction, and social communication disorder before finally being diagnosed with autism. But the additional diagnoses describe symptoms which are encompassed in autism spectrum disorder.

It's also important to note that, to qualify for the "multiple disabilities" category, both of the student's disorders must be so significant that her educational needs could not be met in programs that are designed to address one of the disabilities alone. Thus, a child with learning disabilities and cerebral palsy might well qualify, as would a child with cognitive challenges and a sensory impairment such as a visual impairment or blindness. A child with ADHD and sensory challenges, however, would most likely NOT qualify, as his two disabilities could almost certainly be addressed in an ADHD classroom. However, the IDEA regulations include one exception. Deaf-blindness is excluded under the category multiple disability.

Teaching Students With Multiple Disabilities

Very often, students with multiple disabilities have very severe limitations in their ability to walk, talk, and otherwise engage with peers. They may also have severe cognitive challenges. As a result, they are typically taught by highly trained teachers using a range of specialized tools. They may also benefit from peer tutoring, and, when possible, should be included and accommodated in typical school activities and events.

Teaching Tools for Children With Multiple Disabilities

Some of the most useful and important tools used to teach and engage with multiple disabled students are technologies and other resources used for augmentative communication. For a child who cannot speak, or for whom physical movement is very difficult, there are quite a few available options. These include:

Simple picture cards

Keyboards with specialized interfaces to support users with fine motor difficulties

iPads and similar devices with apps designed for text-to-voice, picture selection, or other forms of communication

In addition to these, students with severe multiple handicaps may also benefit from a wide range of teaching tools such as:

Speech to text technology

Educational apps that support the pre-writing and writing process

Curricula that offer differentiated options for students with different learning styles or abilities

Parents of Children With Multiple Disabilities

A student with multiple disabilities may be able to learn and achieve at a high level, given the resources and opportunity to do so. If you are the parent of a child who falls into the multiple disability category, it is important to play an active role in planning, developing, and assessing a plan to support your child's educational and social needs.

It's important to make a special note for parents of children with learning disabilities as to their own health and well being. The majority of what you will talk about and learn through your child's special educational journey will be ways in which you can help your child. Yet parents have needs as well.

Life can be terribly stressful. While you have more demands on your time and patience than parents who do not have special needs children, you have less time to fill up your own emotional tank through time with friends and leisure time activity. Together that adds up to a lot of stress.

You've probably heard it a dozen times, but it is important to take care of yourself and put your own needs first at times.

Thanks for your feedback!

What are your concerns?

Other Inaccurate Hard to Understand

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Supporting and Teaching Students With Multiple Disabilities

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The term "multiple disabilities" obviously means "more than one disability." Within the Individuals with Disabilities Education Act, however, it has a more technical meaning. "Multiple Disabilities" is a disability category under The Individuals with Disabilities Education Act (IDEA). As you might expect, children with multiple disabilities have two or more disabling conditions that affect learning or other important life functions.

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The IDEA's Special Education Categories: Multiple Disabilities