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Outside of AT what are some accommodations that can be made for these students?  

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Outside of AT what are some accommodations that can be made for these students?  

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1. Listen to audio instead of reading aloud
2. Have a designated reader in the class to read out loud for everyone.
3. Allow different ways for the students to respond to questions (written or oral).
4. Organize the environment to be less distracting for students who have trouble focusing.
5. Have students or the teacher use alarm clocks to give students a reminder of their time and efficiency.

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What kind of AT can be used to help these students? 

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What kind of AT can be used to help these students? 

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Because this category of disability includes a large umbrella of other disabilities I will give recommendations that are generally suggested to be helpful for common disabilities.

1. Text to Speech
2. Speech to Text
3. Calculators
4. Graphic Organizers
5. Pencil Grips
6. Talking Calculators
7. Highlighter Strips
8. Cue Cards
9. Audio Recorders
10. Hearing Aids

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Neese, B. (2020, May 22). 15 assistive technology tools & resources for students with disabilities. TeachThought. https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

U.S. Department of Education. (2018, May 25). Sec. 300.8 (C). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c

Young, G., & MacCormack, J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. https://www.ldatschool.ca/assistive-technology/

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How does the IDEA define multiple disabilities?

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How does the IDEA define multiple disabilities?

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The IDEA defines multiple disabilities means having a combination of different disabilities for example blindness and ADHD or Deafness and Autism. The result is a serious learning impairment that cannot be solved by accommodating just one of the disabilities.

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Sources:
Rojas, Y. (2020, June 26). What Is an Orthopedic Impairment? Bowen Hefley Orthopedics. https://www.drbillhefley.com/what-is-an-orthopedic-impairment/

Orthopedic Impairments | Special Ed. Info for Parents & Instructors. (2013, August 10). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/

How Orthopedic Impairments Affect Special Needs Students’ Education. (2021, September 29). Verywell Family. https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506

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Brian Hamel- This website reference sheds light on certain disabilities and physical impairments you might see.

Musculoskeletal Disorders

Neuromotor Impairments

Degenerative Diseases

Orthopedic Impairments from Other Causes

It is under the low incident category due to not many have such physical issues that it affects their learning but when they do it requires high tech such as text to speech, physically enabling machines and mechanisms, such as mobile chairs as well maybe writing assistant devices. So it is also linked to the high-tech list here!

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Orthopedic impairment is defined as a child's disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child's educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.

The extent to which a child's education is affected can vary greatly, depending on the level of impairment. Many children with an orthopedic impairment do still have normal cognitive abilities, so these children require mainstream education wherever possible and in the least restrictive environment as appropriate.

Causes of Orthopedic Impairment

Some of the main reasons why children have orthopedic impairments include the following:

Musculoskeletal Disorders

Orthopedic disorders include defects or disorders of the bones and muscles, such as a limb deficiency. A child may be missing part or all of a limb due to trauma, disease, or a birth disorder such as clubfoot.

Clubfoot is a fairly common birth defect in which a baby is born with their foot or feet pointing downward and inward, with the soles of the feet facing inward toward one another, due to shortened tendons. In about 50% of all cases of clubfoot, both feet are affected. Early treatment for clubfoot is recommended before the baby is walking.

Neuromotor Impairments

A neuromotor impairment involves the central nervous system (brain and spinal cord). The impairment affects the child's ability to move, feel, or use certain parts of the body. Spina bifida, cerebral palsy, and spinal injuries are types of neuromotor impairments.

The most common motor and movement disability in children is cerebral palsy. This actually refers to a group of permanent conditions that affect movement and coordination, and it can develop before, during, or soon after birth. Symptoms are usually not obvious at birth but become more apparent within 2-3 years.

Degenerative Diseases

Degenerative diseases such as muscular dystrophy affect motor movement, and they are characterized by the structure or function of a body tissue progressively worsening. Muscular dystrophy refers to a group of genetic disorders that cause a loss of muscle mass and progressive weakness over time. There are treatments available to help many people manage their muscular dystrophy.

Orthopedic Impairments from Other Causes

An orthopedic impairment can also result from other factors such as an amputation, injury due to an accident, or severe burns that have resulted in damage to the bones and muscles.

Joint deformities such as developmental dysplasia of the hip (DDH) is a birth defect resulting in the ball-and-socket joint not developing properly in babies and young children. This causes the hip joint to be loose and, in some cases, leads to hip dislocation. If left untreated, it can prevent the hip joint from developing properly and lead to hip pain, reduced function, and osteoarthritis in the child.

Orthopedic Care in Little Rock, Arkansas

If you have an orthopedic impairment or a musculoskeletal issue that is impacting your quality of life, contact board-certified orthopedic surgeon Dr. William Hefley for an evaluation and to discuss your treatment options. Dr. Hefley treats a broad range of orthopedic conditions and injuries, and he specializes in treating shoulder, hip, and knee conditions.

While Dr. Hefley is highly experienced in performing arthroscopic and minimally invasive joint replacement surgery, he also uses an array of nonsurgical modalities - including stem cell and PRP (platelet-rich plasma) therapy - to treat orthopedic injuries and conditions. The medical staff at Bowen Hefley Orthopedics is here to improve your quality of life and get you moving again.

If you would like more information about our services, or to schedule an appointment with Dr. Hefley at one of our convenient locations, call us today at (800) 336-2412, or you can use our convenient online appointment request form. We look forward to seeing you here!

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What Is an Orthopedic Impairment? | Bowen Hefley Orthopedics

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Orthopedic impairment is defined as a child's disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child's educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.

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Orthopedic Impairment-
Orthopedic Impairment refers to the bone, muscle, or physical disability and impairment, that directly affects a child's learning and educational ability.   This is under the low incidence category because children who have physical impairments that are severe and ongoing are few and far in between so it is not the vast majority. These cases will need special care and attention when they are in your classroom!

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Orthopedic Impairment-Brian H

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This is What It's Really Like to Have ADHD

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I have similar strategies in my flow chart here. (Amy)

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I have similar strategies in my flow chart here. (Amy)

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Student is struggling (possible signs) :red_flag:poor grades :red_flag...

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Student is struggling (possible signs) :red_flag:poor grades :red_flag:disengagement and distraction :red_flag:anxiety/withdrawn :red_flag:avoiding class :red_flag:incomplete work , Common Interventions: :star: One-on-one Review before/after school :star: Graphic organizers :star: Preferential seating near teacher; frequent checks for understanding during class :star: verbal assessment or assessment in quiet place outside of classrom :star: modified assignments/projects :star: Student choice for assessments :star: Small group intervention based on formative data Tier 1 Instruction & RTI, Amy Bell's Intervention Flow Chart,

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act

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Section 1462 (c) - Individuals with Disabilities Education Act

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Statute/Regs Main " Statute " Subchapter IV (Part D) " Part B " 1462 " C (c) Low incidence disabilities; authorized activities (1) In general In carrying out this section, the Secretary shall support activities, consistent with the objectives described in subsection (a), that benefit children with low incidence disabilities.

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If you work with students who are deaf and hard of hearing, you're likely already familiar with assistive technologies like hearing aids and cochlear implants. There are important differences in how these 2 technologies work. But they both help auditory information reach the user - allowing them to hear the world more clearly.

But even when wearing high-quality assistive hearing devices that have been carefully calibrated by professional audiologists, your students might still have difficulty processing auditory information in certain settings.

Classrooms, for example, are often loud environments full of ambient noise. And many students struggle to distinguish between:

Useful information (like your carefully prepared lesson plans)

Irrelevant information (like the constant hum of an AC unit)

This problem can be especially pronounced when using hearing devices that can't automatically adjust to dynamic noise levels in real-time.

However, it's possible to overcome these auditory challenges with the use of Hearing Assistive Technology.

What Is Hearing Assistive Technology?

Hearing Assistive Technology is an umbrella term that encompasses a range of wireless or frequency modulation (FM) audio distribution systems. These technologies are similar to the PA systems that many stores, airports and schools already use - with a slight twist.

In addition to broadcasting information for all users, Hearing Assistive Technology can also wirelessly pair with hearing aids or cochlear implants to send auditory information directly to each wearer's device.

When used in classroom settings, Hearing Assistive Technology can help bridge the gap - allowing children who are deaf and hard of hearing to tune out ambient noise so they can focus 100% of their attention on the most important auditory information.

Although there are many different types of Hearing Assistive Technologies used in education, the 2 most popular include:

Personal Hearing Assistive Technology

Soundfield amplification systems

There are slight differences between how these technologies work. But the benefits of using either are the same in nearly all situations:

Students who are deaf and hard of hearing can more easily ignore background noise since the signal to noise ratio is improved

Those without hearing complications are able to hear the teacher more clearly thanks to sound amplification when using the SoundField system

Because everyone benefits from this improved clarity, students who are deaf and hard of hearing aren't "singled out" for relying on Hearing Assistive Technology

As a teacher, you experience less vocal strain since you don't have to work as hard to project your voice

The end result is a more nurturing environment for everyone. Students are able to learn with less stress and improved comprehension. And your own job as an educator also becomes easier as well.

Learning How to Use Hearing Assistive Technology in the Classroom

Hearing Assistive Technology is an invaluable tool - particularly in an environment like the CCHAT Center, where nearly every student experiences some degree of hearing loss.

Like all tools, however, the technology's effectiveness is entirely dependent on how and when it is used.

In many classrooms, for example, it's not uncommon for teachers to use Hearing Assistive Technology throughout the entire school day - with no interruptions. They turn on their systems in the morning and only turn them off once the final bell has rung.

At the CCHAT Center, we take a slightly different approach.

We recognize the many benefits of Hearing Assistive Technology. But our teachers understand how to properly leverage this technology in the classroom:

When working through conventional lesson plans, for example, Hearing Assistive Technology can make it easier to connect with students and share important insights.

For group activities, playtime or self-learning, we prefer to rely on more direct face-to-face interactions - whether they are between teachers and students or among the students themselves.

Knowing when to use Hearing Assistive Technology can have a profound effect on your students' ability to engage, learn and grow. For optimal results, however, it's also important that you understand:

The wide variety of Hearing Assistive Technology options out there - and which is most appropriate for your own classroom

The limitations of using Hearing Assistive Technology - including when to explore more direct methods for communicating with your students

How to troubleshoot common connectivity issues - like pairing complications, dropped audio or incompatibility problems

How to help students overcome initial resistance when first exposed to Hearing Assistive Technology in the classroom

If you're not sure how to address these areas, you're in luck.

At the CCHAT Center, we're hosting an upcoming conference that is designed specifically to answer any and all questions you might have about using Hearing Assistive Technology in the classroom.

CCHAT Conference 2019: A Sound Foundation

On November 1 (9 AM to 4 PM) at our Sacramento campus, the CCHAT Center will host the following workshop:
A Hands on Approach to Hearing Assistive/Frequency Modulation Technology (HAT/FM) with Students Who Are Deaf and Hard of Hearing
Led by CCHAT Center Executive Director, Laura Covello, and Director of Audiology, Katherine Isbell, this one-day workshop will be broken up into 2 parts:

Part 1 covers the basics of Hearing Assistive Technology - including best practices for getting the most out of this powerful classroom tool

Part 2 focuses on practical, hands-on training - including how to configure your system and troubleshoot the most common issues

After completing both of these modules, you will have a much deeper understanding of how to deploy Hearing Assistive Technology in the classroom for maximum impact.

Register Today and Receive an Early Bird Discount

If you have questions, reservations or frustrations surrounding Hearing Assistive Technology, this workshop is specifically for you. We even offer credit opportunities if you're pursuing continuing education in Speech-Language Pathology or Audiology.

Registration for this one-day event is already open.

However, professional educators who enroll before October 1 qualify for 20% off the normal pricing. Discounts also exist for students and parents who would like to attend.

To learn more about this event or to reserve your spot today, visit: Hearing Assistive Technology Workshop.

And if you have any additional questions, you can always contact us directly.

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Should You Be Using Hearing Assistive Technology in the Classroom? | CCHAT Sacramento

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If you work with students who are deaf and hard of hearing, you're likely already familiar with assistive technologies like hearing aids and cochlear implants. There are important differences in how these 2 technologies work. But they both help auditory information reach the user - allowing them to hear the world more clearly.

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U.S. Department of Education. Individuals with Disabilities Education Act (2019).

CCHAT Center. (n.d.). Should You Be Using Hearing Assistive Technology In The Classroom. Children's Choice for Hearing and Talking. Retrieved October 10, 2021, from https://www.cchatsacramento.org/blog-and-events/should-you-be-using-hearing-assistive-technology-in-the-classroom.

Missouri Assistive Technology Advisory Council. (n.d.). Assistive Technology in the Classroom. Springfield.

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Teachers should recognize the value of assistive technologies in helping educate students with hearing impairment. However, the effectiveness of these devices and systems depends entirely on how and when they are used. Teachers must be smart when using assistive technologies in order to best leverage their effectiveness for students.

According to the CCHAT Center, "[w]hen working through conventional lesson plans... (assistive technology) can make it easier to connect with students and share important insights." However, with group activities, playtime or self-learning, face-to-face interactions - without technology - are more beneficial to students. (2)

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Accessible Instructional Materials
Adjusted Seating Plans and Classroom Design
Partnered Note-takers
Printed Instructions and Classroom Materials (3)

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Personal FM Systems
Soundfield Systems
Immersive Audio-Visual Systems (3)

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Hearing Impairment is classified as a 'low incidence disability' by the U.S. Department of Education. (1) Though students who are deaf or hard of hearing can benefit greatly from assistive technologies like hearing aids and cochlear implants, these devices can make it harder for learners with milder hearing impairment to make sense of the many sounds in a lively classroom environment. (2) Therefore, specialized assistive technology is needed for them to be accommodated adequately.

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Please remember that students with autism are all gifted and special, they just need patience, guidance, and support. Students on the autism spectrum all vary and it is important to treat students as individuals and not lump all of them together with the same diagnosis.

Please see at the above website as a reference tool for ideas and activities to incorporate into your classroom.

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Because approximately 1 in 59 students are diagnosed with autism, learning how to help students with this disorder in the classroom is so important.[1] Teaching young students with autism communication skills and learning strategies makes it all the more likely that they'll reach their academic potential later on. And the more you learn about autism spectrum disorder, the better you'll be able to prepare these students for lifelong success.

Autism spectrum disorder (ASD) is a developmental disability that causes hypersensitivity to sights, sounds, and other sensory information. Symptoms of autism generally fall into three categories:[2]

Communication issues

Social impairment

Repetitive behaviors (known among the autism community as "stimming")

Here are 15 fun activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles. Whether you play them one-on-one or as group activities, these are excellent ways to keep students with autism engaged and ready to learn.

Social Skills Activities for Elementary Students with Autism

A common characteristic of students with autism is trouble communicating or connecting with their classmates. Use these social skills activities to teach kids with autism how to recognize social cues, practice empathy, and learn other important life skills.

1. Name Game [3]

This fun group communication activity teaches students with autism an essential skill: how to introduce themselves and learn someone else's name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name ("I am Mr. or Ms. _____."). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turn saying their name, then pointing at another child in the class and repeating their name.

The Name Game is an especially fun social skills activity for children with autism to do at the beginning of the school year. That way, they'll be able to learn their classmates' names and get a head start on making new friends.

2. "How Would It Feel to Be ____?" [4]

Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you're reading a picture book about Cinderella, for example, you could ask how they would feel if they had two evil stepsisters who were mean to them. Or if you're reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.

This can help students with autism learn empathy as well as how to see situations in their lives from another perspective. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.

3. Sharing Time [5]

Sharing time is a classic elementary school staple, and it can also be a great social-emotional learning (SEL) activity for kids with autism. Every week, have one kid in your class bring something that they'd like to share with the class. This will not only show students with autism how to discuss their interests with others but also how to practice active listening. And if they're fascinated by something another student brings in (or vice versa), they may even make a friend.

4. Emotion Cards

These printable cards for students with autism can help them learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.

If they get stuck, that's okay-just show them the word and give them context for the emotion shown. If the card is "embarrassed," for example, you could say, "When a person is embarrassed, they might feel like they have done something silly or wrong on accident."

5. Board Games with a Twist

Teaching children manners can be a helpful way to boost social skills and explain the importance of being polite. This simple, but effective activity puts an etiquette-related twist on a simple game of chess, checkers, or mancala by requiring players to wish their opponent "good luck" or "good game" before and after they have played.

6. What Would You Do?

For a take-home activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like "How would you help?" or "What would you say?"

This activity keeps social skills sharp and reinforces relationship-building skills.

Sensory Activities for Children with Autism

Because children with autism are often hyper aware of sensory input, it's helpful for educators to provide accommodations so their students can focus in class. These activities involving sensory stimulation can keep kids with autism grounded in the present and comfortable learning with the rest of their classmates.

7. Sorting with Snacks Activity [6]

This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class a food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.

First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, adding, or subtraction. Once they've grasped the concept you want to teach, reward your students by letting them eat the snack.

8. Vegetable Paint Stamps [7]

This art activity for children with autism engages touch and sight to keep students focused on their assignment. Before class begins, cut slices of vegetables like potatoes, cucumbers, or peppers. Hand out a few vegetable slices to each child along with a cup of paint. Instruct your students to dip the bottom of the vegetable slice into the paint and then press it against a piece of paper.

As your students use these homemade stamps, they will make vibrant botanical impressions on their paper. From there, your students can either leave them as they are or finger paint to transform them into whimsical artwork.

9. Scientific Slime Experiments

Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online-look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you'd like or as a science activity for elementary students.

10. Fidget Toys

Fidget toys are a well-known sensory tool for helping children with autism and other sensory processing disorders stay calm and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.

We Are Teachers has compiled a list of eleven fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you're sure to find something useful for your classroom.

11.Auditory Sensory Play

When the phrase "sensory play" comes up, visual or textual activities usually come to mind first. Autism Adventures, however, suggests including activities that involve sound-with a few examples to get you started:[15]

Musical chairs

White noise machine

Simon Says

Noise-cancelling headphones

Rhythm instruments like shakers, rain sticks, or drums

12. Sensory Bin

Sensory bins can be useful for two reasons. First, they encourage differentiated instruction or independent play-both of which can have academic benefits for students. And second, they're a straightforward and accessible sensory experience for students with autism.

The Kindergarten Smorgasbord has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students' needs.

Calming Activities to Prevent Autism Meltdowns in Class

When students with autism are feeling overwhelmed, the intense response that they feel may cause them to lose control of their emotions. This is called an "autism meltdown" and is different from when students without autism act out in class. While the best strategy for autism meltdowns is to seek help from a school specialist, these calm down activities can help to de-escalate stressful situations.

13. Grounding Techniques

Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they seem agitated:[8]

Count to ten or recite the alphabet as slowly as you can

Listen to calming music and pay attention to the different instruments

List five different things that you can see around the room

Try stretching or simple yoga exercises and focus on how your body feels

Hold something tactile like a piece of clay or a stuffed animal

For older students with autism, you could also try mindfulness meditation. This can produce a similar effect and help students tune into the present rather than getting carried away by their emotions.

14. Student Retreat Zone [9]

When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the "Student Retreat Zone" and fill it with sensory toys, picture books, comfortable seats, and calming activities that students with autism could do on their own.

Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don't have to single your student with autism out but still let them know that it's an option. If your student with autism seems like they could use some time away from class, you could also ask them if they'd like to read or work on homework in the library for a while.

15. Calm Down Drawer [10]

Tactile toys can help children with autism calm down if they're agitated since their minds are so attuned to sensory information. If you have children with autism in your class, fill a drawer in your classroom with toys that could help neutralize overwhelming emotions. When your student seems stressed or has trouble focusing, give them a sensory toy or two to help them relax.

Here are a few ideas for sensory toys to put in your "calm down drawer:" [11]

Play dough

Fidget toys

Stress balls

Weighted blankets

Aromatherapy pillows

16. Coloring

According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.[16]

Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out this resource from Disney.

17. Calm-Down Cards

If your student with autism struggles with calming down after feeling strong emotions, calm-down cards can be a helpful resource. A mother whose child has autism has created a how-to on creating your own calm-down cards at And Next Comes L.

Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety-a great resource for your classroom to have.

18. Mindful Breathing

Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try watching this mindful breathing video to help them regain composure.

Effective Teaching Strategies for Children with Autism

In some cases, the learning characteristics of students with autism may differ from the rest of your class. But luckily, the right teaching strategies and methods can keep children with autism on track to finish the school year strong. Try these tips, educational accommodations, and resources for students with autism to help them learn concepts that might otherwise be difficult for them to grasp.

19. Bring Special Interests Into Lesson Plans [12]

Many children with autism have a fixation on certain topics or activities. Take advantage of what they're passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our Solar System.

20. Use Multisensory Learning

Many kids with autism are multisensory thinkers and don't focus as well when assignments only engage one of their senses. Renowned scientist and autism advocate Dr. Temple Grandin once said, "I used to think adults spoke a different language. I think in pictures. Words are like a second language to me." [13]

For this reason, lessons that engage several senses like sight, hearing, and touch can make students with autism more responsive in class. You could, for example, teach children with autism how to read with magnet letters or sing a patriotic song to learn about American history.

21. Try a SMART Goal Challenge

If a student with autism is having a hard time with school, sit down with them and pick a SMART goal to work on over the next month or semester. SMART goals are an effective way to help children with autism reach their potential, and they are: [14]

Suppose, for example, that your student with autism is having trouble learning how to recognize emotions. You could make a goal with them to practice flash cards with emotions on them every day for five minutes and for the student to recognize each card by the end of the month. As long as the SMART goal hits all of the criteria, it can help your student focus on ways to make progress.

22. Provide Clear Choices

According to educators at the special education program of St Joseph's University, children with autism may become overwhelmed when given too many options.[17] Keep this in mind while creating assignments for your students or asking them questions in class. That way, you're more likely to keep your student with autism focused and comfortable choosing an answer.

23. Create a Strong Classroom Routine

In an article with Scholastic, educator Kim Greene reminds teachers that students with autism work best with a strong daily structure.[18] She suggests posting your class schedule for every student to see and, if possible, providing visuals and extra transition time to students with autism.

24. Offer Accommodations for Students with Limited Motor Skills

Some students with autism may have more trouble with activities that require fine motor skills than others. In an article with the Indiana Resource Center for Autism, renowned scientist and advocate Dr. Temple Grandin suggests offering accommodations-like typing on a computer instead of writing-to mitigate these challenges.[19]

When it comes to specific accommodations, it may depend on the individual. It's always a good idea to reach out to a student's family to determine the best resources for their child.

Activities for Autism Awareness Month in April

April is Autism Awareness Month, a time when we celebrate neurodiversity and help students with autism feel welcome in private or public schools. Although parents may not want their child's autism diagnosis to be shared (and you never should without their permission), you can still teach your class about inclusion this month without mentioning a certain student.

Use these three games as autism awareness activities during April or whenever you want to teach a lesson on diversity.

25. "Just Like Me" Activity

For this activity, gather all of your students together on the floor so they can all see each other. Have each child take turns sharing something about themselves, like:

"I have a pet dog."

"I can play the piano."

"My birthday is in September."

"I love to play soccer."

"My favorite color is yellow."

If a statement also applies to other students (like, for example, they also play the piano), instruct them to raise their hands. This will help remind students that they share more similarities than differences with their peers and that they can always find something to talk about.

26. Picture Books About Diversity

By reading a story about inclusiveness to your class, you can help them remember to be kind to everyone and look out for people who are different.

Here are a few picture books about diversity that you can share with your students:

The Sneetches and Other Stories by Dr. Seuss

I'm New Here by Anne Sibley O'Brian

It's Okay to Be Different by Todd Parr

Everywhere Babies by Susan Meyers and Marla Frazee

The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca

The last book on this list, The Girl Who Thought in Pictures, is about a famous researcher who was diagnosed with autism and has since stood as an activist for people with her condition. It is perfect for helping kids understand autism a little better without calling out a specific student.

27. Apples and Actions Game [15]

This object lesson starts with showing your student an apple. Pass the apple around the class and, as you do, have each child insult it and drop it on their desk or the ground. After every child has dropped it and said a mean thing to it, cut the apple in half and show your students all the bruises inside.

Explain to them that our words have consequences and that everything we say can make an impact on someone else. Just like how insulting and dropping the apple can bruise it, being mean to a classmate can have big effects on them. That way, your students will always remember to be kind.

28. Autism Bulletin Board

The puzzle piece is a popular autism awareness symbol. For a simple yet meaningful way to teach your students about autism awareness, create this puzzle piece bulletin board from Mrs. D's Corner. Each piece fights against negative stereotypes by reminding your students that people with autism are intelligent, empathetic, important, and so much more.

29. Teach Students About Historical Figures with Autism

Although the disorder wasn't discovered until the twentieth-century, people with autism have made important contributions to history, and it's important to educate students about them-not just in April but throughout the year. Here are a few well-known figures who are diagnosed with or believed to have had autism to get you started:[20]

Greta Thunberg

Vincent van Gogh

Temple Grandin

Albert Einstein

Emily Dickinson

30. Hold a Professional Development Session on Autism

It's so important to teach faculty about autism awareness, too. If you're a school administrator, consider holding a professional development session on teaching students with autism or sharing a few resources.

For example, the Regional Educational Laboratory Program has put together a helpful resource for administrators on how educators can support students with autism during remote learning.
Sources:

1. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html.

2. The National Institute for Mental Health. A Parent's Guide to Autism Spectrum Disorder. https://www.autism-watch.org/general/nimh.pdf

3. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

4. Dougan, R. Social Emotional Learning Guidebook: Ideas for Incorporating SEL Activities into your Classroom. https://www.dvc.edu/faculty-staff/pdfs/SEL-Guidebook.pdf.

5. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

6. Autism Parenting Magazine. Sensory Play Ideas and Summer Activities for Kids with Autism. https://www.autismparentingmagazine.com/best-sensory-play-ideas/.

7. Autism Speaks. 10 Fun Summer DIY Sensory Games for Kids. https://www.autismspeaks.org/blog/10-fun-summer-diy-sensory-games-kids.

8. Noelke, K. Grounding Worksheet. https://www.winona.edu/resilience/Media/Grounding-Worksheet.pdf.

9. Tullemans, A. Self-Calming Strategies. Autism Spectrum Disorder News, July 2013, 23.

10. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. Retrieved from cdc.gov: https://www.cdc.gov/ncbddd/autism/data.html.

11. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

12. Blanc, M. Finding the Words... When They Are Pictures! Helping Your Child Become Verbal! Part 1. Autism/Asperger's Digest, May-June 2006, pp. 41-44.

13. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

14. Penn State Extension. More Diversity Activities for Children and Adults. R https://extension.psu.edu/more-diversity-activities-for-youth-and-adults.

15. Autism Adventures. Sensory Play in the Classroom . www.autismadventures.com/sensory-play-in-the-classroom/

16. The National Institute for Trauma and Loss in Children. 5 Calming Mind-Body Exercises to Try With Your Students. We Are Teachers. April 2018. https://www.weareteachers.com/mind-body-skills/.

17. Saint Joseph's University. Techniques for Teaching Students with Autism Spectrum Disorder. https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder.

18. Greene, K. Teaching Students with Autism Spectrum Disorder. https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.

19. Grandin, T. Teaching Tips for Children and Adults with Autism. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/irca/articles/teaching-tips-for-children-and-adults-with-autism.html.

20. Autism Community Network. Famous-With Autism. https://www.autismcommunity.org.au/famous-with-autism.html.

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism - Waterford.org

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Use these activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles.

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-Autism spectrum disorder (ASD). (2021, April 29). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/index.html
-(n.d.). CiteSeerX. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.665.9580&rep=rep1&type=pdf
-Overview of assistive technology for autism. (n.d.). Verywell Health. https://www.verywellhealth.com/assistive-technology-for-autism-5076159
-Low and high incidence disabilities. (n.d.). Assistive Technology Resource GENIE. https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html
-Technology and autism. (n.d.). Autism Speaks. https://www.autismspeaks.org/technology-and-autism
-30 activities, teaching strategies, and resources for teaching children with autism. (2021, March 10). Waterford.org. https://www.waterford.org/education/15-activities-teaching-strategies-and-resources-for-teaching-children-with-autism/

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-1 in 54 children are identified with it
- Boys are 4 times more likely than girls to have ASD (autism spectrum disorder)
- Depending on where the child is on the spectrum, Autism can be classified as both on the low incidence and high incidence

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Depending on where the kid is on the autism spectrum, the following could be helpful:
- augmentative communication technology (robots)
-vSKED https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.665.9580&rep=rep1&type=pdf

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Depending on where on the autism spectrum, students are, the following can be assistive technology:
- weighted vests
- sensory balls/bins
-pictures

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Autism -Sam Martin

Deaf-Blindness-    Josh Martin

Deafness --Ethan Kopiecki

Emotional Disturbance - Nikki Malek

Hearing Impairment -- Noah

Intellectual disability -Craig

Multiple Disabilities - Devon Smith

Orthopedic impairment -Brian H

Other health impairments (ADHD can fall here)--Amy Bell (https://www.verywellfamily.com/other-health-impairments-2162517)

Specific learning disability (deals with reading/writing/math) (Dyslexia/dysgraphia) Samuel de Putron

Speech or Language Impairment- Susan Lee

Traumatic brain injury - Tom Webster

Visual impairments (including blindness) - Yu LI (Mandy)

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1. U.S. Department of Education. (2018, May 25). Sec. 300.8 (C). Individuals with Disabilities Education Act. Retrieved October 9, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c.

2. Lindsay, G., & Strand, S. (2016). Children with language impairment: Prevalence, associated difficulties, and ethnic disproportionality in an English population. Frontiers in Education, 1. https://doi.org/10.3389/feduc.2016.00002

3. Black, L. I., Vahratian, A., & Hoffman, H. J. (2015). (issue brief). Communication Disorders and Use of Intervention Services Among Children Aged 3–17 Years: United States, 2012. Retrieved October 9, 2021, from https://www.cdc.gov/nchs/products/databriefs/db205.htm.

4. Law J, Boyle J, Harris F, Harkness A, Nye C. Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language & Communication Disorders. 2000;35(2):165–188.

5. AssistiveWare. (2021). What is AAC? AssistiveWare. Retrieved October 10, 2021, from https://www.assistiveware.com/learn-aac/what-is-aac.

6. Texas Council for Developmental Disabilities. (2013). Speech or language Impairments. Project IDEAL in Action. Retrieved October 10, 2021, from http://www.projectidealonline.org/v/speech-language-impairments/.

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Augmentative and Alternative Communication (AAC)- Tools, systems, devices or strategies that replace or support natural speech.

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Augmentative and Alternative Communication (AAC)- Tools, systems, devices or strategies that replace or support natural speech.

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Low-tech AAC

Facial expressions

Body language

Gestures

Drawing

Sign language

Non-electronic communication boards

High-tech AAC

Text-to-Speech APPS and devices

Electronic communication boards

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·      Substitute oral assignments

·      Modify the length of assignments and allow extended time to complete

·      Provide a private location for testing

·      Give spelling/vocabulary lists prior to beginning a new unit

·      Integrate pictures into classroom management tools such as: schedules, common commands, behavior management plan etc.

·      Provide seating options

·      Use a peer-buddy system when appropriate

·      Develop a procedure for the student to ask for help

·      Model correct speech patterns and avoid correcting speech difficulties.

·      Allow students to tape lectures

·      Use Augmentative and Alternative Communication (AAC) 5 6

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Approximately 20% of children in the USA receiving special education services are receiving services for speech and language disorders. However, determining the prevalence of SLI with confidence is difficult because it covers a wide scope of disorders, vary in severity and differ with age. There is currently no single reference standard or diagnostic tool capable of addressing the full range of pediatric speech and language disorders, in children of all ages.

Reported rates vary from 3% to 12%.² For example, based on large-scale interviews conducted by the CDC, 7.7% of children aged 3–17 years had a communication disorder3 (Figure 1). Another study found a median prevalence of 5.95 percent in the four studies it reviewed.4 The differences reflect the age of children, range of disorders examined, and the means of assessment.

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TBI Disability Evaluation and Eligibility Standards

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TBI Disability Evaluation and Eligibility Standards

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Evaluation processes and standards may differ among states across the US. In Tennessee, for example, information from 7 sources is required:

(1) Appropriate medical statement
obtained from a licensed medical
provider;
(2) Parent/caregiver interview;
(3) Educational history and current levels
of educational performance;
(4) Functional assessment of
cognitive/communicative abilities;
(5) Social adaptive behaviors which relate
to Traumatic Brain Injury;
(6) Physical adaptive behaviors which
relate to Traumatic Brain Injury; and
(7) Documentation, including observation
and/or assessment, of how Traumatic
Brain Injury adversely affects the
child’s educational performance in
his/her learning environment.

This determines a child's individual specialized instruction and related service needs such as assistive technology and other accommodations.

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In 2004 IDEA outlined positive behavioral support (PBS) which mandated classroom management, structured classroom management, and functional behavioral assessment (FBA) for students.
"FBA is a process which describes a student’s disruptive behaviors, looks for the reasons behind the behaviors and offers interventions that teach new behaviors to replace the undesired ones. Not all disruptions merit an FBA, which is usually reserved for behaviors that interfere with learning; however, FBAs are available to all students, especially those receiving interventions associated with tier two or tier three of the response to intervention (RTI) framework. For students with disabilities, a FBA may be part of an individualized education program (IEP)."

An FBA process begins when educators, professionals, and parents not only observe the disruptive behaviors but also track these incidents. A good organizational method would be to use a scatter plot for the incidents so that the antecedental behavior can help determine a student's triggers. ABCs, or antecedent behavioral consequences chart, and interviews of professionals and parents involved all give information to support an indirect assessment. Some questions answered would be to determine triggers and if the student has a skills deficit or a performance deficit.
As noted in my flow chart on Coggleit, adjustments are then made in the learning environment to accommodate that specific student's special needs (I have linked the flow chart above for further viewing).
If these adjustments are not conducive to reducing emotional disturbance incidents then a Behavior Intervention Plan, or BIP, can be formed.

Special education guide elaborates that "a BIP can include prevention strategies, which stop the behavior before it begins, as well as replacement behaviors, which achieve the same function as the disruptive behavior without causing disruption".

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Games such as those highlighted in the above video can help individuals learn Social Emotional Learning (SEL) and are a fun, interactive way for them to do so

Power cards and Social Stories help students with emotional disturbances learn how to recognize situations that might have possible triggers. It has simple sentences with clear messages of positive reinforcement which also explain how their peers might feel or think in this situation which vastly scaffolds the SEL comprehension of their actions and their consequences in a social dynamic.

Thought diary which helps connect triggers to (re)actions followed by exercise in which they must detail "factual evidence for my hot thought" and "factual evidence for my not thought", weekly schedule organizers to help students plan out their academic goals in alignment with their mental health exercises and pleasurable activities, worksheets detailing difficult social scenarios so that students can practice SEL and make connections from actions to their own reactions to their mental health reinforcements, and many more. These exercises are all from a free online resource here and cited in my Annotations blurb.

Feelings charts to help the student determine their emotions as they are happening.

Professionals collaborating with each other to better recognize what the students' triggers are

Stress-reducing AT measures could include fidget spinners, squishy balls, even items that could help the student with their own personal triggers such as binder clips which help the student turn pages, highlighter strips to help student focus on important information (reading), sticky notes to help them remember certain details or pages (reading), and color-coding notebooks to help the student remember its purpose and function.

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5 Incredibly Fun GAMES to Teach Self-Regulation (Self-Control) | Social Emotional Learning

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AT can be used with emotional disturbances to reduce triggers. This can range and vary according to each student's specific triggers. For some students, this can include using Visuwords, which is a free online dictionary that allows students to understand a word's meanings and comprehend its association with other words and concepts (Receptive). Another AT strategy for reading could be using Wikipedia's "simple English" feature which states information in simple, easy-to-understand sentences.

According to Assistedtechnology.com one example of AT "software such as boardmaker can be used to create schedules, stories, and sequencing charts to help students with transitions or understanding".

A website for a vibrating claims to assist students with special needs, such as emotional disturbances: "The WatchMinder is an ideal assistive tool for behavior modification and self-monitoring. The WatchMinder’s unique training mode allows the user to set up discreet reminders on fixed intervals throughout one’s day."

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References

AT for behavior/Emotional Nicole Snyder. (n.d.). Assistive Technology. https://assistedtechnology.weebly.com/at-for-behavioremotional-nicole-snyder.html

Manager. (2018, February 19). Strategies for teaching students with intellectual disabilities. TherapyTravelers. https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/

Morin, A. (2019, August 5). What is response to intervention (RTI)? Understood - For learning and thinking differences. https://www.understood.org/articles/en/understanding-response-to-intervention?utm_source=google-search-grant&utm_medium=paid&utm_campaign=evrgrn-may20-fm&gclid=CjwKCAjwzOqKBhAWEiwArQGwaAaEsU9cJrLkM9_SvQVrHXFcWAFCXlqCzBjYhFsYnzET4PIASElj1hoC4CMQAvD_BwE

Social anxiety. (2021, March 2). CCI - Anxiety, Depression, Bipolar & Eating Disorders - Perth. https://www.cci.health.wa.gov.au/Resources/Looking-After-Yourself/Social-Anxiety

Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children Plus, 4(1) Article 4. Retrieved 10./8/21 from http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4

Reynolds, T. (n.d.). Gulf bend MHMR center. Gulf Bend MHMR Center. https://www.gulfbend.org/poc/view_doc.php?type=doc&id=10365&cn=208

WatchMinder. (n.d.). WatchMinder - ADD & ADHD Vibrating Watch & Reminder System - Invented by a Psychologist. https://watchminder.com/

What are emotional disturbances in special education? (2016, May 25). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/emotional-disturbance/

Young, G., & MacCormack, J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. https://www.ldatschool.ca/assistive-technology/

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- The Tennessee Department of Education. (2017, July 17). Disability Standards Comparison. TN Department of Education. https://www.tn.gov/content/dam/tn/education/special-education/eligibility/se_eligibility_comparison_of_disability_standards.pdf
- Hennepin Healthcare. (n.d.). Traumatic Brain Injury: Return to Learn. Hennepinhealthcare.org. https://www.hennepinhealthcare.org/wp-content/uploads/2020/01/180-07440_ReturnToLearn_12-19_r7-1.pdf
- Young, G., & MacCormack, J. (2014, June 10). Assistive Technology for Students with Learning Disabilities. https://www.ldatschool.ca/assistive-technology/
- Horn, J., & Peterson, K. (2020). Assistive Technology for Mild Traumatic Brain Injury: A Group Protocol for Improving Occupational Performance of College Students. Occupational Therapy Capstones, 442. https://commons.und.edu/cgi/viewcontent.cgi?article=1475&context=ot-grad

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- Minimize distractions
- Shorten assignments
- Sit student near the front of the class
- Give tests orally
- Provide opportunities for peer interactions
- Provide assistance carrying materials
- Allow student to leave class early to avoid crowded hallways

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- Range of symptoms vary based on severity (mild, moderate, severe) of TBI and individual response to injury.

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- Audio recorders
- Visual aids
- Audio books
- Power wheelchairs
- Electric scooters
- Calculators
- Timers
- Portable note takers
- MP3 players
- Pentop computers
- Graphic organizers

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- Tablets and appropriate apps
- Text-to-speech software
- Speech-to-text software
- Word prediction software

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Low Incidence - Traumatic Brain Injury (TBI)

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Low Incidence - Traumatic Brain Injury (TBI)

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- Tom Webster

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Monitoring for indicators of learning disability. 

# data[].attributes.subject
Monitoring for indicators of learning disability. 

# data[].attributes.body
- Seat students near the front of the classroom
- Make sure your voice can be heard clearly, always speak towards the class
- Have written versions of all your spoken material available
- Use close captioning wherever possible, especially in videos and films.
- For spoken presentations, make another student available for to present the affected students written work.
- Make material available on your projector/whiteboard available as a handout, so that the interpreter can focus on one thing to interpret (your verbal instructions)
- For students who can lip read, have them placed to they can see your face and that of other speakers
(3)

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(ASR) vs (STTS) Why higher technology is not always the best solution. (1) (2)

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(ASR) vs (STTS) Why higher technology is not always the best solution. (1) (2)

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Does Auto Captioning Effectively Accommodate Deaf People?

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Example of using the Fm and CART systems during class. (1)

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Example of using the Fm and CART systems during class. (1)

# data[].attributes.body
(1) National Deaf Center on Post Secondary Outcomes. (2021). Resources. National Deaf Center. Retrieved October 7, 2021, from https://www.nationaldeafcenter.org/resources

(2)National Deaf Center on Post Secondary Outcomes. (2021, April 26). ASR vs STTS. National Deaf Center. Retrieved October 7, 2021, from https://www.nationaldeafcenter.org/asr-vs-stts

(3) Australian Disability Clearing House on Education and Training. (n.d.). Inclusive teaching: Deaf and hard of hearing. ADCET. Retrieved October 7, 2021, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired

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- Interpreters (1)

-Speech-To-Text Services (STTS)  (1) (2)

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-Closed Captioned Media Services
-Hearing aids,
-Cochlear implants,
-FM systems,
- (CART) System
-loop systems,
-accessible telephones/videophones,
-visual alert systems (1)
-(ASR) Automatic Speech Recognition Technology (2)

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Some indicators of struggling students, which could be a sign of a student with an SLD such as dyslexia, are outlined in this flow chart. So too are some procedures for trying to support a student with these issues.

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Observe student struggling academically/socially - Coggle Diagram

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Observe student struggling academically/socially - Coggle Diagram: Observe student struggling academically/socially

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There are some strategies for students with behavior issues in my flowchart. I'd especially recommend you to look at the playlist approach. - Yu Li (Mandy)

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There are some strategies for students with behavior issues in my flowchart. I'd especially recommend you to look at the playlist approach. - Yu Li (Mandy)

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https://coggle.it/diagram/YV00rcRY0ihI8vD4/t/noticing-signs-of-struggling-students/77bf154f3d605547d62eae5fc0b8714cc77b363c185f29a00ae9297fab3413f7

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Intellectual disabilities (2021) Retrieved Oct 5, 2021 from

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability

Students with an Intellectual Disability (5 Methods to Help) ( 2021) Retrieved Oct 5, 2021 from

https://classful.com/students-with-an-intellectual-disability/

Intellectual Disability – educational considerations (2017)  Retrieved Oct 5, 2021 from

https://www.parentcenterhub.org/intellectual/

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It is important to remember that despite difficulties, students with intellectual disabilities can and do have the capacity to acquire and use new information.

Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts.

Students may benefit from using assistive technology.

Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead

Use clear, succinct, straightforward language.

Reinforce learning by using real-life examples and environments.

# data[].attributes.body
It is important to remember that despite difficulties, students with intellectual disabilities can and do have the capacity to acquire and use new information.

Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts.

Students may benefit from using assistive technology.

Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead

Use clear, succinct, straightforward language.

Reinforce learning by using real-life examples and environments.

# data[].attributes.body
It is important to remember that despite difficulties, students with intellectual disabilities can and do have the capacity to acquire and use new information.

Provide an outline of what will be taught - highlight key concepts and provide opportunities to practice new skills and concepts.

Students may benefit from using assistive technology.

Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead

Use clear, succinct, straightforward language.

Reinforce learning by using real-life examples and environments.

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Learn about your child’s disability

Connect with other parents of children with disabilities

Be patient; learning may come slower for your child

Encourage independence and responsibility

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There are many different things of intellectual disability. It can be associated with a genetic syndrome, such as Down syndrome and Fragile X syndrome. It may develop following an illness such as meningitis, whooping cough or measles;

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Assessment of Intellectual Disabilities.
This is done through standardized tests with the individual and interviews with others, such as family members, teachers and caregivers.
Three areas of adaptive functioning are evaluated:
1. Conceptual – language, reading, writing, math, reasoning, knowledge, memory
2. Social – empathy, social judgment, communication skills, the ability follow rules and the ability to make and keep friendships
3. Practical – independence in areas such as personal care,   recreation and organizing school  tasks

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Perkins Braille Writer (2)

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darkline markers and white paper, hand-written and machine-generated large print, optical magnifiers, and Slant Boards. (2)

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(1)  The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). (2014). Retrieved from Ed.gov website: https://nces.ed.gov/fastfacts/display.asp?id=64

(2) Technology for Students who are Deafblind. (n.d.). Owd.tcnj.edu. Retrieved October 5, 2021, from https://owd.tcnj.edu/~technj/2006/deafblind.htm

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Makes up less than .01% of all students (ages 3-21) with disabilities in 2018.  (1)

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Makes up less than .01% of all students (ages 3-21) with disabilities in 2018.  (1)

# data[].attributes.body
Cicerchia, M. (n.d.). 7 Tips for working with dyslexia. Https://Www.Readandspell.Com. Retrieved October 5, 2021, from https://www.readandspell.com/us/working-with-dyslexia

International Dyslexia Association. (n.d.). Dyslexia in The Classroom, What Every Teacher Needs To Know. https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

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1. Laptops
2. touch typing can save dyslexic students time writing assignments and can help them keep work tidy and organized. Furthermore, it is the modern standard
3. Voice recorders, for recording classes and lectures
4. multimedia usage in the classroom, images, videos, interactive apps
5. audio books
6. voice recognition software to help type up spoken word
7. Text-to-speech software

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1. Buddy System for note taking
2. Dyslexia friendly written material (certain fonts, colours and text sizes are more accessible for dyslexic students)
3. Some dyslexic students benefit from a fatter pen or pencil
4. highlighters for key concepts
5. spider diagrams/mind maps

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ADHD in the Classroom. (2021, September 23). Retrieved October 5, 2021, from https://www.cdc.gov/ncbddd/adhd/school-success.html

Assistive Technology Apps for LD, Dyslexia and ADHD. (2019, December 05). Retrieved October 5, 2021, from https://www.ldrfa.org/assistive-technology/

Morin, A. (2021, April 20). 8 examples of assistive technology and adaptive tools. Retrieved October 5, 2021, from https://www.understood.org/articles/en/8-examples-of-assistive-technology-adaptive-tools

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1. Extra time on tests
2. Quiet rooms for assessments with fewer distractions
3. Wiggly chairs or ball chairs
4. Exercise bike chairs
5. Fidget devices
6. Brain breaks

# data[].attributes.body
1. Audiobooks
2. Text-to-Speech
3. Laptops or portable word processors for writing assignments
4. Speech recognition software
5. Online math games or worksheets
6. Reminder Devices
7. Note-taking tools

# data[].attributes.body
National Institute of Blind People (RNIB). (2021, April 1). Assistive technology. RNIB. Retrieved October 4, 2021, from https://www.rnib.org.uk/sight-loss-advice/equality-rights-and-employment/staying-work/assistive-technology.

Young , G., & MacCormack, J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. Retrieved October 4, 2021, from https://www.ldatschool.ca/assistive-technology/.

University of Washington. (2021, September 4). What are typical accommodations for students with blindness? What are typical accommodations for students with blindness? | DO-IT. Retrieved October 4, 2021, from https://www.washington.edu/doit/what-are-typical-accommodations-students-blindness.

Canadian National Institute for the Blind. (2021, July 28). Blind and low vision: Health, wellness and accessibility: Niagara college. Health, Wellness and Accessibility. Retrieved October 4, 2021, from https://www.niagaracollege.ca/hwas/services/accessibility/disabilities/blind/.

Low-incidence disabilities - inclusion resource. Google Sites. (n.d.). Retrieved October 4, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities.

Screen readers. The American Foundation for the Blind. (n.d.). Retrieved October 4, 2021, from https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/screen-readers.

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Appropriate seating arrangements and orientation to the classroom and school

Verbal descriptions of visual aids

Give breaks for students to rest their eyes, i.e. they can listen to the class or audiobook with their eyes closed.

Raised-line drawings and tactile models of graphic materials

Braille lab signs and equipment labels; auditory lab warning signals

Provision of extended time for tests and exams, especially computer-based test

Provision of a scribe/reader for exams and tests.

Alternative evaluation methods such as oral presentations or audiotaped assignments in lieu of written papers

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Text to speech softwares like Speechify,  Kurzweil 3000.

Computer display: Larger monitor, change the display to large fonts and high contrast color

Magnification software

Handheld video magnifier - make printed images and text on a screen, and change the color.

Using a computer with no vision

Adapted keyboards and voice recognition technologies

Screen reader

Digital voice recorder

Speech to text software (e.g., Dragon Naturally Speaking)

Braille display

Braille embossers

Braille notetaker

Reading aids

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Print out PPT on paper with an appropriate font, size, and color for the student

Orientation of the screen or projector in the relationship of natural light, use of curtain if possible

Adjustment of the brightness, color, and font size on-screen if used in the classroom

On personal devices, adjust to easy access mode with appropriate size, color, brightness, and contrast.

Optical magnifiers

Adaptive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers)

Tape recording of lectures

Lighting

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Intellectual Disability - High Incidence 80%-  Craig Ravenscroft 

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Intellectual Disability - High Incidence 80%-  Craig Ravenscroft 

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Intellectual disability involves problems with general mental abilities that affect functioning in two areas:
o    intellectual functioning (such as learning, problem solving, judgement)

o    adaptive functioning (activities of daily life such as communication and independent living)

o    A full scale IQ score of around 70 to 75 indicates a significant limitation in intellectual functioning.

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Specific learning disability (Dyslexia, Dysgraphia) Samuel

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Specific learning disability (Dyslexia, Dysgraphia) Samuel

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Emotional disturbance defined:
This high incidence EBD affects 6.6% and according to the Special Education Guide website its "a simpler way to understand emotional disturbances is to remember that, when it comes to special education, the term 'emotional disturbance' is associated with mental health or severe behavior issues" and includes schizophrenia.
Individuals with Disabilities Education Act’s (IDEA) definition specifies the five following inclusions:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

This website further states how "the National Dissemination Center for Children with Disabilities (often referred to as NICHCY) lists six types of emotional disturbances: anxiety disorders, bipolar disorder, conduct disorders, eating disorders, obsessive-compulsive disorder (OCD) and psychotic disorders; however, they note that this list isn’t all-inclusive."

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Speech or Language Impairment -Susan Lee

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Speech or Language Impairment -Susan Lee

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SLI is a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.¹

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ADHD (Other Health Impairments)--Amy Bell

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ADHD (Other Health Impairments)--Amy Bell

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-Ethan Kopiecki

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- Yu Li (Mandy)