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Assistive Technologies

Environment Considerations: use lighting and positional of materials to better support reading

Use Large Print, Tactile, Or Braille Tools

Handheld Magnifiers or Video Magnifier

Audio books or digit text

Adaptive paper (darkened lines, raised lines or colored paper)

Reading Assistance Software: use text-to-speech software to read scanned printed material or braille output, such as JAWs Screen Reader and Kurzweil Education.

Manual and Electronic Braillewriters

Talking calculator

Refreshable Braille Displays (Use devices to change the different combinations of pins in braille cells on the computer displays)

Electronic Mobility Aids (Use ultrasonic waves to give warnings about obstacles in front of the individual (Ray electronic Mobility Aid and Ultra Cane)

Cane

References
Tebo, L. R. (n.d.). A resource guide to assistive technology for students with visual ... Retrieved October 3, 2022, from https://qiat.org/docs/resourcebank/TEBO_VI_Resource_Guide.pdf
Libguides: Blind/Visual Impairment: Common Assistive Technologies. Common Assistive Technologies - Blind/Visual Impairment - LibGuides at University of Illinois at Urbana-Champaign. (n.d.). Retrieved October 3, 2022, from https://guides.library.illinois.edu/c.php?g=526852&p=3602299#:~:text=Reading%20Assistance&text=JAWS%20stands%20for%20Job%20Access,to%2Dspeech%20and%20braille%20output.&text=This%20text%2Dto%2Dspeech%20software,can%20read%20scanned%20printed%20material.

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To qualify for Specific Learning Disability requires at least one disability in the basic psychological process of understanding or using language in the spoken or written word. These disabilities can manifest in problems with listening, thinking, speaking, reading, writing, spelling, or math computation. This also includes perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

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For Orthopedic Impairment you may consider assistive technologies to assist in using a computer or electronic device. One possibility is eeZee Mouse, which can be worn on any part of the body and acts as a joystick in space. This allows a user with limited mobility to control a cursor in a new way.
For those affected by Deafness and Hearing Impairment, additional signing (American Sign Language- ASL) resources can be beneficial. In a math class you might consider The Signing Math Dictionary.
For those with Visual Impairment text-to-speech programs allow more independent reading and work.
There are endless technologies out there that can benefit those affected by Multiple Disabilities. You should consider which specific disabilities a student has to narrow down the list.

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Multiple Disabilities is two or more disabilities that are both severe enough to require specific accommodations, one of which must be Intellectual Disability (ID). The other disability can include but is not limited to: Visual Impairment, Orthopedic Impairment, Deafness, Hearing Impairment, Autism, and Other Health Impairment. The second disability may not be Deaf-blindness to qualify as Multiple Disabilities.

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For students with ID, accommodations often address their different development. They may need more time to process what they are learning, more clarification, or more direct teaching.
Teachers should give directions in multiple ways which may include written, visual, or auditory. They should allow more time to repeat directions or question the students for understanding.
It may be beneficial for students with ID to have a specific method to ask for help. This could be something that is not obvious to the rest of the class so that the student does not feel uncomfortable. The student may prefer to use a sign, a cue card, a raised hand, or a similar method.
Visual supports are critical in special education and can help accommodate many disabilities. Picture Exchange Communication Systems (PECS) are common supports for those that are nonverbal or have limited verbal communication.
Social Stories can help children learn appropriate manners and ways to navigate different situations. These are common tools for those with Autism and ID.

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When it comes to reading, you can provide different ways for students to read the same material. Some students may benefit from audio books and hearing the information multiple times. There are adapted books with large print and large spaces between lines to minimize confusion when reading.
For writing, technology could be advanced like a computer and writing program. Programs allow students to focus on the writing and content versus the grammar and spelling. Other technologies for writing are low-tech. Different papers may allow students to write more comfortably. These can include wide-ruled or graph paper.
When you consider math, there are math programs that work online or in apps. These allow students to practice math in a comfortable environment and work on specific skills for a longer period of time. Also in math, you may consider providing different kinds of paper for students. Graph paper can help students keep numbers and equations in a more ordered way. Additional manipulatives can be beneficial for students during math time as well.

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With Specific Learning Disabilities, reading and writing skills need special attention. To target these it is critical to work on basic reading skills including phonics instruction and decoding. These are often implemented for dyslexia, but help with all reading difficulties.
It can be beneficial to break up instruction into small pieces. Instead of giving full directions at the start, allow the student to complete one step and then hear the directions for the next. You may also give directions in multiple ways. One student may benefit from being able to record the directions and play them back when necessary. Others may benefit from visuals that lay out the steps of the assignment.
When it comes to tests there are simple modifications that can benefit SLD students. You might allow them extra time to complete tests, teach them specific testing strategies, or provide detailed rubrics so they know what to expect.

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Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last through a person's lifetime.

Causes of Developmental Delay:
There is not one cause for delays in development. Factors that may contribute can occur before a child is born, during the birth process, and after birth.

These could include:

*Genetic or hereditary conditions like Down syndrome
*Metabolic disorders like phenylketonuria (PKU)
*Trauma to the brain, such as shaken baby syndrome
*Severe psychosocial trauma, such as post-trauma stress disorder
*Exposure to certain toxic substances like prenatal alcohol exposure or lead poisoning
*Some very serious infections
*Deprivation of food or environment

Signs and Symptoms of DD:

* Learning and developing more slowly than other children the same age
*Difficulty communicating or socializing with others
*Lower than average scores on IQ tests
*Difficulties talking or talking late
*Having problems remembering things

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The Individual with Disabilities Education Act (IDEA) defines visual impairment as an impairment in vision that strongly affects a child’s educational performance, including blindness (Sec. 300.8 (c) (13).

According to World Health Organization, the four classifications of Visual Impairment are:

6/18 <Mild visual acuity <6/12

6/60 < Moderate visual acuity <6/18

3/60 < Severe Visual acuity < 6/60

Blind visual acuity< 3/60

Common Causes:

uncorrected refractive errors (43%) (Refractive errors could be corrected with spectacles at early stages but have not been. Four common refractive errors are Myopia, hyperopia, astigmatism, and presbyopia.)

cataract (33%) (congenital cataracts or form slowly with age, symptoms include double vision, blurry vision, and difficulty seeing spaces and colors)

age-related macular degeneration (deterioration of the macula or excess exposure to sunlight or smoke, symptoms include reading difficulty or distorted vision)

glaucoma (increased eye pressure that causes damage to the optic nerve)

diabetic retinopathy (Diabetics cause damage to blood vessels in the retina)

corneal opacity (eye problems cause scaring or clouding of the cornea)

trachoma (Chlamydia trachomatis causes inflammation in the eye)

References:

U.S. Department of Education Section 300.8 (C).(13) . Individuals with Disabilities Education Act. (2017, May 2). Retrieved October 3, 2022, from https://sites.ed.gov/idea/regs/b/a/300.8/c/13

World Health Organization. (n.d.). Vision Impairment and blindness. World Health Organization. Retrieved October 3, 2022, from https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment

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Text-to-Speech Technology (TTS) is a type of assistive technology that reads digital texts aloud. It's something called "read aloud" technology. TTS can take words on a computer or other digital device and covert them into audio. TTS is very helpful for kids who struggle with reading, but it can also help kids with writing and editing, and even focusing.

Display control allows kids to control how text is displayed. When reading on a screen, they can change the font, font size, color and spacing of text. Kids can also mask or cover parts of the screen to lessen distractions while reading. When reading on paper, they can use a simple adaptive tool, like a plastic reading guide. Some books use large print or special fonts or they may replace certain words with images.

Keyboards and touchscreens can also help kids who struggle with handwriting. Keyboards and touchscreens let kids input letters and words through typing or touching the screen, rather than by using a pen or pencil.

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https://youtu.be/_qu7UQuF77k

An accommodation is a change that helps a student overcome or work around the disability.

For examples:

*Adapting Instruction
1. What a child is taught
2. How a child works at school

*Scheduling
1. Giving the student extra time to complete assignments or test
2. Breaking up testing over several days

*Setting
1. Working in a small group
2. Working one-on-one with the teacher

*Instruction
1. Reducing the difficulty of assignments
2. Giving copies of teacher's lecture notes
3. Using large print books, Braille, or books on CD (digital text)

*Student Response
1. Allowing answers to be given orally or dictated
2. Using a word processor for written work
3. Using sign language, a communication device, Braille, or native language if its not English

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Assistive Technology for Dyslexia: One Mother’s Story

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Speech or language impairment refers to a communication disorder that involves articulation, language, hearing, and fluency (Sec. 300.8 (c) (11)

Speech impairment differs from language impairment and is often an early sign of learning disability.

Speech Disorders

Articulation disorders

Phonological disorders

Disfluency

Voice disorders

Language Disorders

Challenges with understanding the meaning of others (receptive)or delivering their meaning to others (expressive).

Causes of speech or language impairment may vary, including brain injury or trauma, genetic problems, hearing loss, emotional stress, problems with vocal cords and etc.

Common Symptoms:
Stuttering, difficulty in producing certain sounds (like “r”, “l” or “s”), left out the last or first sound of words, too loud or too soft voice, strange sounds (too much or too litter air is coming out through the nose), etc.

References:

American Speech-Language-Hearing Association. (n.d.). Augmentative and alternative communication. American Speech-Language-Hearing Association. Retrieved October 3, 2022, from https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/

American Speech-Language-Hearing Association. (n.d.). Augmentative and alternative communication (AAC). Augmentative and Alternative Communication (AAC). Retrieved October 3, 2022, from https://www.asha.org/public/speech/disorders/aac/

U.S. Department of Education Section 300.8 (C).(11) . Individuals with Disabilities Education Act. (2017, May 2). Retrieved October 3, 2022, from https://sites.ed.gov/idea/regs/b/a/300.8/c/11

Speech and language impairments. Center for Parent Information and Resources. (2014). Retrieved October 3, 2022, from https://www.parentcenterhub.org/speechlanguage/

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Augmentative and Alternative Communication Devices (AAC)
Augmentative and Alternative communication devices include sign language, communication boards, and technology devices to better support and enhance the communication process.

Some examples of AAC are:

Unaided communication systems

Body language, gestures, or sign language

Low Tech AAC

Writing or drawing on paper, picture board or other display board

High Tech AAC

Specialized software, devices, applications, electronic communication boards, keyboards, speech generating devices, electronic fluency devices)

Reference:

Top assistive technology for speech difficulties. Common Sense Education. (n.d.). Retrieved October 3, 2022, from https://www.commonsense.org/education/top-picks/top-assistive-technology-for-speech-difficulties

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Top Assistive Technologies for Speech Difficulties

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Top Assistive Technology for Speech Difficulties | Common Sense Education

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Tools to help students speak their minds. Explore this Top Assistive Technology for Speech Difficulties Top Picks list of 12 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

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Provide both oral and written assignments, and allow students to submit oral assignments instead of written assignments.

Modify assignments based on speech impairment, and provide extended time for assignments or tests

Provide the speech-language pathologist (SLP) with a list of key vocabulary. For example, before starting a new unit, "Measurement,” provide the mathematic terms and the list of vocabularies for SLP to work with the student.

Allow use of assistive technology

Have students sit at the front row to better understand the instruction given

Model a good speech (Simplified the given directions and model the speech directly and clearly)

Be patient and allow extra time for students to express their ideas

Minimize classroom noises and distractions (Arrange a quite space for independent work area)

Provide class notes in written format (paper or digital)

Use visual clues and graphic organizers

Develop a procedure for students to ask for help (use picture boards, sign language, gestures, etc)

References
Educational Resources for Special Needs. Do2Learn. (1999). Retrieved October 3, 2022, from https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Characteristics.html

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Developmental milestones (University of Michigan)

Late bloomer, or language problem?(link is external) (American Speech-Language-Hearing Association)

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What Causes Speech And Language Disorders?

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During the 2018-2019 school year, according to NCES, 39,208 students from ages 3-21 had orthopedic impairment (students with multiple disabilities not included) and were accommodated for under IDEA. More specific statistics can be found above.

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#Rounds to zero.

¹ Totals are based on overall counts of children by type of disability; they are not based on summing the counts reported for the individual racial/ethnic groups or the counts reported by sex. (Due to data limitations, summing the counts by disability type within each racial/ethnic group would result in a total overcount of 160 children. Because of missing data on type of disability by sex, summing the counts by disability type for males and females would result in undercounts.)

² For 3- to 5-year-olds, no data are available on type of disability by sex. For 6- to 21-year-olds, data include only those children served for whom both sex and type of disability were reported. About 1 percent of all 6- to 21-year-olds served are excluded from this table because of missing data.

³ Other health impairments include having limited strength, vitality, or alertness due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes.

⁴ Percentages for 3- to 5-year-olds by sex are based on total public school enrollment in prekindergarten and kindergarten by sex. Percentages for 6- to 21-year-olds by sex are based on total public school enrollment in grades 1 through 12 by sex. Data on total public school enrollment by grade are available in table 203.10, but data on total enrollment by sex are unpublished. Percentages for 3- to 21-year-olds by race/ethnicity are based on total public school enrollment in prekindergarten through grade 12 by race/ethnicity. For total public school enrollment by race/ethnicity, see table 203.50.

NOTE: This table includes 2015-16 data for 3- to 21-year-olds in Wisconsin due to unavailability of more recent data for children served in Wisconsin. Although data are for the 50 states and the District of Columbia, data limitations result in inclusion of a small (but unknown) number of students from other jurisdictions. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database, retrieved February 20, 2020, from https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc. National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Education," 2018-19; and National Elementary and Secondary Enrollment Projection Model, 1972 through 2029. (This table was prepared February 2020.)

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Children 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA), Part B, by age group and sex, race/ethnicity, and type of disability: 2018-19

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The primary purpose of the Digest of Education Statistics is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and dr…

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By IDEA law, schools should accommodate students with orthopedic impairments as a much as possible so that they are "educated with children who are nondisabled". Children with orthopedic impairments should only be removed from "regular educational environment(s)"  and placed in "special classes, [or] separate schooling" if accommodations cannot be met.

Behavioral:
Students with orthopedic impairments such as cerebral palsy can fatigue more easily than other students. Teachers should be aware of this and should provide differentiation when applicable.

Participation:
Some students with orthopedic impairments should be excused from Physical Education courses and alternative classes should be provided.

Seating/Scheduling:
Where students with orthopedic impairments sit and where their classes are should be accommodated for. Desks close to the door, and classes that are by each other should be considered for these students.

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According to IDEA "Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)."

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If needed, students with orthopedic impairments should be given assistive technologies for their education. These assistive technologies include: mobility technologies (canes, crutches, scooters, wheelchairs), travel technologies (buses, elevators, ramps, vans) and communication technologies (speech and speech recognition software).

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According to IDEA, intellectual disability is having a below average intellectual functioning. Manifested during the developmental period that impacts a child's education negatively.

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Since children with intellectual disabilities struggle with a variety of areas in their learning, there are a number of new assistive technologies that have been proven to help. For kids who are behind on their reading or have vision issue, using Audible can provide access to a digital library. Another technology that has been seen to help kids who are struggling is Inspiration. This is a type of organizer that helps students organize their thoughts.

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Different types of accommodations come into play when talking about students with ID (intellectual disability). Providing kids with ID access to audio tapes and help them replay and reflect on the lecture they had. For additional presentation help, if able, provide the students with a designated reader if they struggle with sight or hearing. Allowing the student to explain (or have the assistant explain) what helps the student learn and adapting to their needs will help their learning.

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Set classroom safely (use colored tapes for stairs or door frame, rearrange furniture and set a storage area at the corner to avoid potential hazard)

Provide mental mapping to help students move around For example, use cardinal directions such as moving toward north, south, east, or west, and use alerting indicators or sound sensors to better assist moving in the classroom.

Develop Compensatory skills

This includes spatial understanding, study and organization skills, speaking and listening skills, and adaptations needed to access the core curriculum (braille, large print, regular print with low vision devices)

Promote Sensory Efficiency

Have students use their remaining senses (vision, auditory, tactile, olfactory) to gather and process information (sound clues, environment clues).

Use of Assistive Technology ( for example, Refreshable Braille Display )

References:

U.S. Department of Education Section 300.8 (C).(13) . Individuals with Disabilities Education Act. (2017, May 2). Retrieved October 3, 2022, from https://sites.ed.gov/idea/regs/b/a/300.8/c/13

World Health Organization. (n.d.). Vision Impairment and blindness. World Health Organization. Retrieved October 3, 2022, from https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment

Willings, C. (n.d.). ECC annual needs. Teaching Students with Visual Impairments. Retrieved October 3, 2022, from https://www.teachingvisuallyimpaired.com/ecc-annual-needs.html

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Our Technology for Equal Access: Mobility Impairments

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What's New in Assistive Technology for Vision Impairment? 

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What's New in Assistive Technology for Vision Impairment? 

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Visually impaired can ‘see’ with this assistive technology

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In 2015, around 9 percent of adults in the U.S. reported having a vision limitation. Vision limitations are more common among females than males and affect older people more often than younger people. Interestingly, vision limitations were also more common among those with lower levels of education, with 13.4 percent of those with no high school diploma or GED reporting vision limitations, compared to 8.9 percent of those with some college or more.

Such high numbers highlight the need for treatment and health care professionals. In 2014, there were approximately 18 thousand Ophthalmologists and 41 thousand Optometrists in the United States. The number of eye surgery centers is expected to increase in the next couple years, as are the number of LASIK (laser-assisted in situ keratomileusis) surgeries, which decreased dramatically after 2007.

The market for eye care products is large, as are the costs of vision loss and eye disorders. In 2016, approximately 76 percent of adults in the U.S. stated they wore some form of vision correction. However, for those who prefer a more permanent solution to their eye problems, surgery can be a practical answer. By 2018 the value of the U.S. vision correction surgery industry is predicted to reach some 2.7 billion dollars.

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In 2015, around 9 percent of adults in the U.S. reported having a vision limitation. Vision limitations are more common among females than males and affect older people more often than younger people.

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Charts and Tables for Voice, Speech, and Language

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Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

Sec. 300.8 (c) (4)

6 types of emitional disturbance:

Anxiety disorders

Bipolar disorder

Conduct disorders

Eating disorders

Obsessive-compulsive disorder (OCD)

Psychotic disorders.

The characteristics and behaviors

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Cause
No one knows the actual cause or causes of emotional disturbance, although several factors—heredity, brain disorder, diet, stress, and family functioning—have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

Assistive Technologies

Brain-based learning centers

Students can go to one corner to recharge and calm down from negative emotion.

Personalized checked-in notes

Use waiter and prescription pads as a way of personalizing communication throughout the day. These are particularly effective for reaching those students who don’t respond to spoken communication. Share notes, small goals, affirmations, and requests to maintain individualized consistent connections.

Structed emotional support

The “2x10 Strategy” developed by psychologist Raymond Wlodkowski is an excellent brain-aligned strategy to implement with our most challenging students. For two minutes each day, 10 days in a row, teachers have a personal conversation—either written or in-person—with a student about anything the student is interested in, as long as the conversation is G-rated. Wlodkowski found an 85 percent improvement in that one student's behavior. In addition, he found that the behavior of all the other students in the class improved.

Locked journal for safe self-experssion

Use journal notebook for private feelings and thoughts expressing.

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Assistive Technology for Emotional and Behavioral Disorders

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Students with EBD Other common characteristics and behaviors include: Hyperactivity (short attention span, impulsiveness) Aggression or self-injurious behavior (acting out, fighting) Withdrawal (failure to initiate interaction with others; retreat from exchanges of social

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http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/

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The following is a list of needs and modifications to help a child with an emotional behavioral disorder, EBD, find success in all environments.

Need 1:

Kids with an Emotional Behavioral Disorder may have difficulty establishing a variety of relationships
Modification:

Set up goals aimed at social interactions

Use role-playing situations

Use seating arrangement to encourage social interaction.

Need 2:

Children with an emotional behavioral disorder often have skewed views of their long term possibilities and desires
Modification:

Include students with EBD in the planning process and IEP, so they can visual and voice their goals.

It can also help for them to note the goals it will take to get there.

Need 3:

Children with an Emotional Behavioral Disorder are often achieving academically below their non-disabled peers in reading, writing, and arithmetic.
Modification:

Set up personalized goals and strategies, so that the child can find success.

Early detection and intervention is the best strategy

Children with Emotional Behavior Disorders may present extra challenges to caregiver in forms of outbursts and disobedience. The caregiver cannot give into this as it only validates the child's behavior. Instead caregiver needs to challenge students to keep them learning new skills

Need 4:

Children with an Emotional Behavioral Disorder may appear easily distracted, less attentive, and have poor concentration
Modification:

Set clear rules and expectations with visual stimulating material.

By setting up an environment and materials that are stimulating, children can stay more engaged and interested.

Need 5:

Children with an Emotional Behavioral Disorder may be dishonest, blame others, manipulate situations, and bully others
Modification:

Clearly post rules

Stay consistent in expectations

Set limits and Boundaries

Use behavior contracts

Use a highly structured environment

Develop a cue word for the child to note inappropriate behavior

Need 6:

Students with Emotional Behavioral disorders are often truant from school and disruptive when present
Modification:

Communicate with parents, so similar strategies and expectations are used at home

Need 7:

Kids with an Emotional Behavioral Disorder often have low-self esteem, high stress points, and may engage in self-injurious behaviors
Modification:

Establish a quiet cool off area

Teach self-talk to relieve stress and anxiety

Teach and put in place self-monitoring and self-control techniques

Provide time for relaxation techniques

Be aware of your speech and non-verbal cues when talking to the student

Related Articles to 'Emotional Behavioral Disorder: Accommodations and Modifications'
Emotional and Behavioral Disorders: A Quick Break Down Emotional and Behavioral Disorders: Definitions and Challenges

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The following is a list of needs and modifications to help a child with an emotional behavioral disorder, EBD, find success in all environments. Need 1: Kids with an Emotional Behavioral Disorder may have difficulty establishing a variety of relationships Modification: Set up goals aimed at social interactions Use role-playing situations Use seating arrangement to encourage social interaction.

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Emotional & Behaviorally Disturbed Students (EBD)

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Under IDEA, the definition of deaf-blindness means concomitant 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.

Deafness: A person who is not able to hear as well as someone with normal hearing – hearing thresholds of 20 dB or better in both ears – is said to have hearing loss. Hearing loss may be mild, moderate, severe, or profound. It can affect one ear or both ears, and leads to difficulty in hearing conversational speech or loud sounds.

"Hard of hearing" refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.

"Deaf" people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication.

Blindness as defined by the World Health Organization (WHO) is the visual impairment of 4 classes of distance vision impairment:

Mild –visual acuity worse than 6/12 to 6/18

Moderate –visual acuity worse than 6/18 to 6/60

Severe –visual acuity worse than 6/60 to 3/60

Blindness –visual acuity worse than 3/60

The challenges faced with deaf-blindness come primarily from the combination of both impairments at the same time. It causes a large gap in the ability to communicate. The modern world is allowing us to make leaps and bounds in creating an environment where we can close the gap inch by inch.

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An inside look at deafblindness, from Helen Keller to today.

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The modern world has allowed people affected with these impairments a host of modern technology that can help assist them in learning and communicating.

Braille is a system of raised dots that can be read with the fingers by people who are blind or who have low vision.

Though Braille is not used as much as it was during the 1900s; it’s most likely the best way to accommodate the deaf-blindness issue.

Screen Braille Communicator: Some deaf-blind people use a Screen Braille Communicator (SBC). This is a small, portable device that enables them to communicate with sighted people. The device has a QWERTY keyboard WOTJ an LCD display on one side, and an eight-cell braille display on the other side.

Braille displays: A device that translates digital text into braille dots that can be read with the fingers, dictation: Speech recognition software allows a user to navigate, type, and interact with websites using their voice.

Mobile device and phone features have allowed a number of accessibility options to the deaf and blind using vibrate on ring, LED flash for alerts, personalized messaging and gestures.

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Communication Technology for Persons Who Are Deafblind

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Federal law requires school districts to provide assistive technology; and the services required to integrate the technology into learning environments to students who need it. The Individualized Education Program (IEP) team should consider the student’s needs for the technology and identify what is needed for the student in the IEP. This involves an evaluation of the student’s needs as well as an understanding of what devices and systems are available.

A detailed plan should also be made for training the students, staff, and family on how the machines and devices work.

Other accommodations could include and are not limited to:

Having note takers in class

Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)

Extended time on assignments and assessments

Eliminate unnecessary background noise

Specially trained Interpreters

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Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting

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Traumatic Brain Injury (TBI) is defined as a condition caused by a head injury that can result in permanent damage to the brain.  The injury can disrupt normal brain function and change the way a person acts, thinks or behaves. Some ways that can cause TBI's are by falling, traffic accidents, or being struck by something.

TBI can effect the following:

1. Memory and Cognition

2. Social Skills and Emotional Regulation

3. Inattention and Impulsivity

4. Speech and Language

5. Physical

Symptoms of TBI can range from Mild to Severe:

Mild TBI Symptoms may include:

Fatigue

Headaches

Nausea

Sensitivity to light and sound

Slowness in thinking

Moderate TBI Symptoms may include:

Results in permanent brain damage

Slurred speech

Inappropriate emotional responses

Personality changes

Difficulty processing sensory input

Severe TBI Symptoms may include:

May result in total loss of speech ability

Result in significant permanent brain damage

May require lifelong care and assistance

Lifelong deficits to a severe degree

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What assistive technology a student with a traumatic brain injury may need can differ on the severity of the injury and the area of difficulty the student is facing because of it.  It could be something low tech like printed instructions on paper to something high tech like text to speech devices.

The more severe the brain injury the higher the assistive technology may need to be. The image above shows several items from low to high tech that can assist a person with a TBI.

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As listed previously there are many areas that a traumatic brain injury can affect a students learning abilities.  Based on those areas there are several accommodations and modifications a teacher can make to assist in their students success when effected by a TBI. Below I've provided a few examples of how this can be done for each area.

Memory and Cognition:

When giving the student an assignment or project give one step of instructions at a time or write them down.

Use simple and concrete language - minimize word usage to make instructions as clear and concise as possible to reduce any confusion.

Have consistent routines and warn of any changes to routine.

Social Skills and Emotional Regulation:

Engage the students in role-play activities to help target behavioral expectations.

Keep open communication with the student before an activity to make them aware of behavioral expectations and a possible follow up with them to see areas the excelled and areas of improvement for next time.

Inattention and Impulsivity:

Avoid activities where the student will have to concentrate for long periods of time to avoid restlessness.

Provide breaks as needed; if a student is fidgeting or growing restless let them get up and move around a bit.

Speech and Language:

Read books and use learning materials that have pictures.

Give multiple formats of instruction; verbal and written.

Allow processing time when asking a student a question.

Physical:

If TBI results in visual impairment allow student to have preferred seating.

If the symptom is fatigue; allow the student to rest as needed.

Know your students and their needs; be aware of what difficulties the students has and make proper accommodations.

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What Schools Need to Know About Children with Brain Injury

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Autism is defined by the IDEA act as "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." [Sec. 300.8 (c) (1)]

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The first issue the teacher should be aware of is how broad Autism can be. The full designation is Autism Spectrum Disorder (ASD) and was created by combining several similar disorders into one spectrum disorder. So while you get several students diagnosed with Autism, their symptoms (and by extension their needs) can vary wildly.

There are three levels of Autism:

Level 1: A person with ASD level 1 usually is able to speak in full sentences and communicate, but has trouble engaging in back-and-forth conversation with others. They may try to make friends, but not be very successful.

Level 2: A person diagnosed with ASD level 2 tends to speak in simple sentences and also struggles with nonverbal forms of communication.

Level 3: A person with ASD level 3 will have a very limited ability to speak clearly and will rarely start interactions with other people. When they do, they will do so awkwardly. Someone with level 3 will also respond only to very direct social approaches from other people.

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An often poorly understood symptom of autism is sensory issues. Autists are typically over and/or under sensitive to sensory information.

Sight: undersensitive children might like bright colours. Oversensitive children might squint or seem uncomfortable in sunlight or glare.

Touch: under sensitive children might seek out different textures or rub their arms and legs against things. Oversensitive children might not like the sensation of labels on the inside of clothes or try to take their clothes off.

Taste: undersensitive children might enjoy eating strongly flavoured food like onions and olives. Oversensitive children might eat only certain textured food.

Smell: undersensitive children might sniff everything. Oversensitive children might complain about smells like deodorants or perfumes or smell things that no-one else does.

Sound: undersensitive children might turn up music or speak loudly. Oversensitive children might cover their ears to block out loud noises.

Sense of position, balance and movement: undersensitive children might have unstable balance. Oversensitive children might have excellent balance.

Temperature: undersensitive children might want to wear warm clothes in summer heat. Oversensitive children might not feel the cold and want to wear shorts in winter.

Pain: undersensitive children might ignore injuries or have delayed responses to injuries. Oversensitive children might overreact to little hurts.

A visible side effect to this stimulation disorder is a need to do repetitive actions often referred to as "Stimming". This can be things like rocking back and forth, flapping hands, making repetitive sounds, etc. Most types of stimming are harmless and are just slightly off putting, others are more distracting, and a few can be very dangerous like self harm. Autists do this as a way to comfort themselves and better process stimulation.

Helpful tools
Earplugs/noise canceling headphones: Loud noise is one of the biggest sensory obstacles an autist must overcome. Earplugs or noise canceling headphones can be extremely beneficial in this.
Sunglasses: Some autists can be sensitive to light
Stim toys: These can be bought or homemade, but the point of stim toys is to provide stimulation though either texture, smell, softness, colors in a safe way.

Accommodations
Quiet Room: A great way to help autists is to provide a safe place for an autist to recover from overstimulation or take tests in a distraction-free environment.
Develop safe and non-distracting stims: Stims can be weird and there for stigmatizing to other students. Work with the autistic student to help develop safe and non-distracting stims.

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Young people explain stimming | Ambitious about Autism

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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.”

Source: U.S. Department of Education. (2018, May 25) Sec. 300.8 (c) (3). Individual with Disabilities Education Act. Retrieved October 1, 2022 from https://sites.ed.gov/idea/regs/b/a/300.8

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Text telephones (known as TTs, TTYs, or TDDs) that enable students with deafness to type phone messages over the telephone network.

Captioned films/videos or subtitles that help students with deafness to understand learning materials presented during classes (CART, CPrint, TypeWell).

Speech to text software (speech recognition)

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Accommodations (https://www.parentcenterhub.org/hearingloss/#def)

Instruction for the teacher and peers in alternate communication methods, such as sign language; and counseling.

Regular speech, language, and auditory training from a specialist;

Favorite seating in the class to facilitate lip reading

Instruction for the teacher and peers in alternate communication methods, such as sign language; and counseling.

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Hearing impairment is defined by IDEA as “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance.”

Source: U.S. Department of Education. (2018, May 25) Sec. 300.8 (c) (5). Individual with Disabilities Education Act. Retrieved October 1, 2022 from https://sites.ed.gov/idea/regs/b/a/300.8

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Assistive Technology (Source: https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders)

Alerting devices that connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.

FM systems that use radio signals to transmit amplified sounds. They are often used in classrooms, where the instructor wears a small microphone connected to a transmitter and the student wears the receiver, which is tuned to a specific frequency, or channel.

Personal amplifiers that is about the size of a cell phone, these devices increase sound levels and reduce background noise for a listener.

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Accommodations (source: https://www.handsandvoices.org/pdf/IEP_Checklist.pdf)

Visual supplements (overheads, charts, vocabulary lists, lecture outlines)

Interactive whiteboard (e.g., Smart Board, Mimio)

Extra time for the student with hearing impairment to complete assignments or tests

Instruction for teachers to repeat or rephrase information when necessary

Interpreting services (e.g., ASL, signed English, cued speech, oral)

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Videos:

New technology to help deaf students: https://youtu.be/ly8Ge9R9Od0

Rebecca’s Experience: What is an Accessible Learning Environment?: https://youtu.be/_8YP3f6YLiI

Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting: https://youtu.be/NSHRQRsvFYs

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Other Health Impairment Disability (OHI)
Definition:
OHI is defined as a condition or state of 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:
1. Is due to a chronic or acute health problems, including but not limited to a heart condition, asthma, tuberculosis, rheumatic fever, nephritis, arthritis, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorders (ADD), or attention deficit hyperactivity disorder (ADHD), diabetes and Tourette syndrome, and
2. Adversely affects a student's educational performance.

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About 10% of students receiving special education services qualify under OHI. This percentage has increased over the last several years , most likely because of the rise in the number of children diagnosed with ADHD.
Although OHI is not the most prevalent disability teachers see, it is important to be prepared for any challenge that enters your classroom.

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A variety of medical conditions fall under the umbrella of OHI, and they are all  very different from each other.  A few common symptoms that affect students with OHI in the classroom include:
+Fatigue
+Trouble paying attention
+Frequent absences
+Lack of endurance
+Mobility issues
+Poor coordination

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Early intervention is the key to setting very young children with delays and disabilities on a path to long-term success. Yet children of color face barriers to accessing these services.

There are several strategies states can use to address systemic racial inequities in the health and education systems in which early intervention services take place. In this 16-page report, The Education Trust identifies the strengths of state approaches and opportunities for increasing equity in providing early intervention services. There's also a 5-page Executive Summary available.

Find out more about and access the report and Executive Summary.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Early intervention is the key to setting very young children with delays and disabilities on a path to long-term success. Yet children of color face barriers to accessing these services. There are several strategies states can use to address systemic racial inequities in the health and education systems in which early intervention services take place.

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1. Flexibility plays a key role in supporting the success of students with health impairments as many health conditions by nature are unpredictable.
2. Provide assignment outlines and task instructions with clear and well organized information regarding readings, materials, assignment and exams can help the student plan, organize and prioritize their school work.
3. Posting information on the web for a student to access important information without the need to be physically present.
4. Prior knowledge of deadlines and exams may help the student and their family plan doctor appointments and or medical procedures around important dates.
5. Computer based instruction and distance learning can provide feasible alternatives for students with illnesses that make regular class attendance difficult.
6. Note takers
7. Recorded Class sessions.
8. Extended time for class work, homework and tests.
9. Alternative testing arrangements.
10.Assignments available in electronic format.
11.Provide environment that minimizes fatigue and injury.
12.An ergonomic workstation with adjustable keyboard trays, monitor risers, glare guards, footrests, adjustable chairs, and/ or anti-fatigue matting.
13. Speech recognition computer input devices, ergonomic keyboards, one handed keyboards, expanded keyboards, or miniature keyboards.

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One of the main considerations is the use of the team approach in developing and carrying out a child's educational program. The team generally includes the parents, professionals, medical professionals, and health-related professionals such as a physical therapist. Parents are critical members of the team and should be involved in all educational decisions. Sirvis (1988) noted that the team should design a program that meets the needs of the student in five basic goal areas: "(a) physical independence, including mastery of daily living skills; (b) self-awareness and social maturation; (c) communication; (d) academic growth; and (e) life skills training" (p. 400). Interdisciplinary services such as occupational and physical therapy and speech and language therapy are of prime importance for youngsters who have physical disabilities.

Another important educational consideration is placement. Educational services are provided in a variety of settings including regular classrooms, resource rooms, special classes, and other, more restrictive settings including hospital and homebound programs. Approximately 8% of students with orthopedic impairments and 18% of students with health impairments are served in home and hospital environments (Tenth Annual Report to Congress, 1988). Since educational services may include extensive medical and health-related support, arrangements often need to be made to provide these services in diverse educational settings. The need for support services is often a vital consideration in fitting a program to an individual student. Most common among the related services are transportation, physical therapy, occupational therapy, diagnostic services, school health services, counseling, and school social work services (Tenth Annual Report to Congress, 1988).

It is often necessary to modify and adapt the school environment to make it accessible, safe, and less restrictive. Accessibility guidelines are readily available, and when these guidelines are followed the environment becomes easier for the child to manage independently.

It is important that modifications be no more restrictive than absolutely necessary so that the student's school experiences can be as normal as possible. Many authorities stress the importance of avoiding overprotection of students with physical or health impairments. It is also important to permit students with disabilities to take risks just as their able-bodied cohorts do. Recent advances in technology have helped to make life more nearly normal for students with physical disabilities. For example, students with cerebral palsy can use computer terminals to aid in communication. Through technology, even a person with the most severe handicaps can have greater control over communication and daily living skills.

Modifying the environment may mean providing special adaptive equipment such as specially designed desks, positioning devices, wedges, or standing tables. Adaptations also may include establishing procedures for dealing with medical emergencies when students have serious medical problems.

Educational Issues following treatment for Childhood Cancers: Treatment for cancer during childhood or adolescence may affect educational progress due to prolonged absences or reduced energy levels that frequently occur during treatment. In addition, some types of cancer may require therapy to control or prevent spread of the disease to the brain and/or spinal cord (central nervous system). This therapy can sometimes affect memory and learning abilities. Read more...

St. Joseph's University: Resources for the education of children with special needs

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curriculum for children with disabilities

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summer camps for children with disabilities

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family educational rights and privacy act

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One of the main considerations is the use of the team approach in developing and carrying out a child's educational program. The team generally includes the parents, professionals, medical professionals, and health-related professionals such as a physical therapist. Parents are critical members of the team and should be involved in all educational decisions.