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A specific learning disability (SLD) is a neurological disorder that affects how an individual processes information, particularly in the areas of reading, writing, mathematics, or other academic skills.
Source:
https://www.youtube.com/watch?v=KcuXaZGHIDg

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What causes specific learning disabilities?
A major cause of specific learning disabilities is genetics. Specific learning disabilities are affected by a weak underlying cognitive system.

The key features of specific learning disabilities include:

1. Specificity: The difficulties are specific to certain academic skills, such as reading (dyslexia), writing (dysgraphia), or mathematics (dyscalculia), while other areas of cognitive functioning remain relatively unaffected.

2. Persistent and Long-Term: These difficulties persist over time and are not due to temporary issues, such as a lack of effort or opportunity to learn.

3. Neurological Basis: SLDs are believed to have a neurological basis, often resulting from differences in brain structure or functioning that affect how information is processed and stored.

4. Normal Intellectual Abilities: Individuals with specific learning disabilities typically have average to above-average intelligence, and their difficulties in specific academic areas are not due to overall intellectual limitations.

5. Impact on Daily Life: SLDs can significantly impact an individual's academic performance, leading to challenges in school or work settings. They may also affect aspects of daily life, such as time management, organization, and self-esteem.

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The classroom teacher should work along with the special education teacher to come up with effective teaching strategies for the student.

The teacher should break long tasks down into many shorter tasks and only present the student with a limited amount of material.

The teacher should use prompts and cues to draw attention to important or new information.

The teacher should be teaching structured analysis skills such as phonics, sight words, and context clues.

The teacher should be using direct instruction with their students who have a specific learning disability.

Soures:
https://www.kobo.com/in/en/ebook/strategies-for-teaching-students-with-learning-disabilities

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Deaf-blindness is a disability that involves both sight and hearing loss, affecting a person's ability to process information, move around, and communicate.  It's also sometimes called "dual sensory loss" or "multi-sensory impairment".

According to the NHS, a person suffering from deaf-blindness would not be completely deaf and blind, but both senses would be reduced enough to cause great difficulty.

It is most common in older adults (develops gradually) but can also affect babies and children.

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It's not always possible to treat the underlying causes of deafblindness, but a range of care and support services is available to help people with the condition.

Most deafblind people will still have some hearing and/or vision. The level of care and support they need will depend on how severe their hearing and vision problems are.

Individual care plan

The individual abilities and needs of a deafblind person should be assessed soon after they're diagnosed. This will allow a tailored care plan to be drawn up.

The care plan will aim to:

preserve and maximise any remaining sensory functions the person has

teach alternative communication methods such as the deafblind manual alphabet (see below)

help the person retain as much independence as possible - for example, by recommending they receive training to use a long cane or guide dog or through the provision of a communicator guide

for young children, ensure their educational needs are met

Some of the main services, techniques and treatments that may be recommended as part of a care plan are outlined below.

Want to know more?

Communication systems

As deafblindness can make communicating by speech and writing difficult, alternative forms of communication may be necessary.

The main communication systems used by deafblind people include:

clear speech - speaking clearly is one of the most effective and common ways of communicating with deafblind people who have some remaining vision and hearing

deafblind manual alphabet - a tactile form of communication where words are spelt onto the deafblind person's hand using set positions and movements

block alphabet - a simple tactile form of communication where a word is spelt out in capital letters that are drawn onto the deafblind person's palm

hands-on signing - an adapted version of British Sign Language (BSL) where the deafblind person feels what's being signed by placing their hands on top of the signer's hand

visual frame signing - an adapted version of BSL where the signs are adapted to be signed in a smaller space to match the position and size of a deafblind person's remaining sight

braille - a system that uses a series of raised dots to represent letters or groups of letters

moon - similar to Braille, but uses raised, adapted capital letters that are simpler to feel

Want to know more?

Vision aids

For some deafblind people, it may be possible to improve vision using low vision aids, such as glasses, magnifying lenses and task lights.

Specially designed items, such as telephones and keyboards, may also help someone who is visually impaired.

The Royal National Institute of Blind People (RNIB) has more information about everyday living with vision loss, including advice about the technology available to help with everyday tasks.

Many libraries stock a selection of large-print books and 'talking books', where the text is read aloud and recorded onto a CD. The RNIB also offer a talking book subscription service, where books can be ordered and delivered directly to your home for a small annual fee.

Want to know more?

Hearing aids and implants

Some deafblind people may benefit from wearing a hearing aid. There are various hearing aid styles available to suit different types of hearing loss and personal preference.

Hearing aids use microphones to collect the sound from the environment, amplify it and deliver it into the ear canal of the wearer so that it can be processed by the auditory system. An audiologist (hearing specialist) will be able to recommend the most suitable type of aid after testing your hearing.

For some people, hearing aids that deliver the sound into the ear canal are not appropriate. In these cases, hearing may be improved using a surgically implanted hearing system, such as a cochlea implant or bone conducting hearing implant.

While these still use a microphone to collect the sound initially, they then covert that sound into either an electrical signal or vibration, passing it to the inner or middle ear for processing by the auditory system.

Want to know more?

One-to-one support

Every deafblind person is entitled to help from a specially trained one-to-one support worker if they need it.

Depending on the person's situation, this may be a:

communicator guide - someone who works with people who have become deafblind later in life, to offer the support the person needs to live independently

interpreter - someone who acts as a communication link between the deafblind person and other people, using the deafblind person's preferred method of communication

intervenor - someone who works with children and adults who were born deafblind, to help them experience and join in the world around them as much as possible

Want to know more?

Treating underlying conditions

Some conditions that affect hearing and vision can be treated using medication or surgery. For example:

cataracts can often be treated by surgically implanting an artificial lens in the eye

glaucoma can often be treated using eye drops or laser surgery - read more about treating glaucoma

diabetic retinopathy can be treated in the early stages using laser surgery

Some causes of temporary hearing loss are also treatable, such as a build-up of earwax or middle ear infections.

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Deafblindness is a combination of sight and hearing loss that causes significant difficulties in everyday life. Learn about deafblindness symptoms and treatments.

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"Other Health Impairment" is an umbrella term used to describe students who face health issues that limit their ability to fully participate in the classroom. These impairments may be temporary or permanent.

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Hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects the student’s educational performance.

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student’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. Autism does not apply if a student’s educational performance is adversely affected primarily because the child has an emotional disability. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student'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. Autism does not apply if a student's educational performance is adversely affected primarily because the child has an emotional disability. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.

Deaf-Blindness: means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special educational programs solely for students with deafness or students with blindness.

Deafness: means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects the student's educational performance.

Developmental Delay: means a disability affecting a child aged two (by September 30) to six, inclusive (age two up to age seven), who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, adaptive development, or has an established physical or mental condition that has a high probability of resulting in developmental delays.

Emotional Disability: 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 student's educational performance:

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

3. Inappropriate types of behavior or feelings under normal circumstances

4. A general pervasive mood of unhappiness or depression, or

5. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

Hearing Impairment: means impairment in hearing, in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a student's educational performance but is not included under the definition of deafness.

Intellectual Disability: means significantly below-average general intellectual functioning, existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, that adversely affects a student's educational performance (deficits in cognitive ability and adaptive behavior that are not primarily caused by visual or auditory deficits; motor deficits; emotional disability; learning disability; environmental, cultural, or economic disadvantage; and/or limited English proficiency).

Multiple Disabilities: means simultaneous impairments (for example, intellectual disability with blindness or intellectual disability with an orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf- blindness.

Orthopedic Impairment: means a severe orthopedic impairment that adversely affects a student's educational performance. The term includes impairments caused by congenital anomaly (for example, club foot, absence of some member), impairments caused by disease (for example, poliomyelitis, bone tuberculosis), and impairments from other causes (such as, cerebral palsy, amputations, fractures or burns that cause contractures, etc.).

Other Health Impairment: means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that:

1. Is due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, arthritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, and Tourette syndrome, and

2. Adversely affects a student's educational performance.

Specific Learning Disability: means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; or of environmental, cultural, or economic disadvantage.

Speech/Language Impairment: means a communication disorder such as stuttering disorder, impaired articulation, expressive language and/or receptive language impairment, or voice impairments that adversely affects a student's educational performance.

Traumatic Brain Injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability, psychosocial impairment, or both, that adversely affects a student's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, psychosocial behavior, physical functions, information processing, speech, and sensory, perceptual, and/or motor abilities. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

Visual Impairment: means impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness.

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Definitions of the 14 disability categories.

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For many children with ASD, the biggest hurdle in dealing with the disorder lies in the realm of communication. The challenge of communication comes at them from a variety of directions:

Children may not be able to express themselves verbally. Some kids with ASD are nonverbal, meaning that they don’t talk at all, and others may not be able to find the words to express themselves appropriately even when they can talk.

Children may not be able to understand others’ verbal and nonverbal communication. Words, body language, gestures, or tone of voice might not make sense to them, and they might have trouble getting meaning from what others say and do.

Children might have difficulty with the physical demands of speech. The motor skills required for speaking effectively may be beyond the abilities of some kids with ASD.

When children face these barriers, augmentative and alternative communication (AAC), therapeutic approaches aim to give them ways to communicate that don’t require speaking. AAC approaches employ low-tech or high-tech tools, and research has shown that they effectively increase the communication and daily living skills of children with ASD.

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Using Tech to Break Down Barriers

Parents of kids with Autism Spectrum Disorder (ASD) know that their children have important things to say despite their difficulties with communication. Even nonverbal children with ASD can be effective communicators when they're given the right tools. Fortunately, research into Autism and assistive technology for children with ASD shows that new high-tech tools can help kids to express themselves and better cope with the challenges of their daily lives.

Autism and Assistive Technology - Augmentative and Alternative Communication (AAC) Methods

For many children with ASD, the biggest hurdle in dealing with the disorder lies in the realm of communication. The challenge of communication comes at them from a variety of directions:

Children may not be able to express themselves verbally. Some kids with ASD are nonverbal, meaning that they don't talk at all, and others may not be able to find the words to express themselves appropriately even when they can talk.

Children may not be able to understand others' verbal and nonverbal communication. Words, body language, gestures, or tone of voice might not make sense to them, and they might have trouble getting meaning from what others say and do.

Children might have difficulty with the physical demands of speech. The motor skills required for speaking effectively may be beyond the abilities of some kids with ASD.

When children face these barriers, augmentative and alternative communication (AAC), therapeutic approaches aim to give them ways to communicate that don't require speaking. AAC approaches employ low-tech or high-tech tools, and research has shown that they effectively increase the communication and daily living skills of children with ASD.

Low-Tech AAC Solutions

Some AAC approaches use no external tools at all, relying instead on a system of signs or hand gestures for expression. These approaches can be difficult for some children with ASD to use effectively, however. A more common approach called a Picture Exchange Communication System (PECS) uses picture cards that children can use to express themselves in a nonverbal way.

Even when high-tech tools are the eventual goal, AAC approaches typically begin with a system like PECS because mastery of high-tech assistive systems is often easier when the groundwork is laid first with a low-tech system.

Speech Generating Devices

High-tech speech-generating devices (SGDs) use electronic systems to translate a child's choice of images and symbols, representing words and ideas, into electronically spoken communication that others can easily understand. A typical SGD allows a child to select an image on a tablet or computer touch screen. Then the tablet or computer produces the corresponding spoken words via either recorded audio or synthetically generated speech.

SGDs have been shown to increase the communication abilities of even nonverbal children with ASD. The video below illustrates how the devices can make a significant difference in the lives of kids and their parents.

Non-verbal children living with autism learning to communicate via electronic devices - CityNews Toronto

How Kids Respond to SGDs

For many kids with ASD, using an SGD is fun and relatively easy. Parents sometimes worry that reliance on an electronic SGD will deter their children from developing verbal communication skills because using the electronic tool is easier than speaking. Research has shown, however, that that's not the case . In fact, the use of an SGD often seems to encourage the development of verbal skills beyond the use of the device.

Although no one knows exactly why an SGD can improve verbal communication skills, several theories have been suggested:

Sometimes it might actually be easier for the child to use verbal communication than to use the device. The child then might learn to use spoken words to take advantage of the easier solution.

The SGD might make the child feel less pressure to learn how to communicate verbally. The lack of tension associated with communication might encourage the development of more verbal skills.

Using the SGD may also stimulate the development of language skills overall, which might translate to speech skills.

Other Types of Assistive Technology for ASD

Communication devices are not the only kinds of technology that can be used by children with ASD to improve their daily lives. Specifically designed tools and devices can assist with various goals, from improving cognitive skills to helping the child be more independent.

Learning Aids. Computer software, multimedia tools, and even high-tech tools such as robots can be used to help a child with ASD to learn problem-solving skills and reach other educational objectives.

Sensory Aids. Technology such as noise-canceling headphones can help to moderate the sensory environment for a child with ASD.

Functional Aids. Specialized functional tools can help a child overcome motor-skill barriers by assisting with daily tasks such as getting dressed and moving around.

Autism and Assistive Technology - "Communication Device" Real Look Autism Episode 8 - From Real Look Autism

Thanks to ongoing research into the potential of assistive technologies, more and more effective solutions are becoming available to children with ASD and their families all the time. With the direction of professionals who specialize in assistive technologies, parents now have more options than ever for helping their children get past the barriers put in their way by ASD.

Would you like to help advancements in scientific research and the development of treatments and cures for brain disease and disorders? Your donations can help us find the answers through the United Brain Association . We seek out the most promising research projects aimed at finding cures for brain disorders around the world. For news on current and upcoming research projects, events, and immediate access to new blogs and other announcements, join our e-newsletter here . Together, we can find a cure!

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Using Tech to Break Down Barriers Parents of kids with Autism Spectrum Disorder (ASD) know that their children have important things to say despite their difficulties with communication. Even nonverbal children with ASD can be effective communicators when they're given the right tools. Fortunately, research into Autism and assistive

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https://www.verywellhealth.com/assistive-technology-for-autism-5076159#:~:text=Types%20of%20Assistive%20Technology%20for%20Autism&text=Low%2Dtech%20AT%3A%20Anything%20that,timers%2C%20and%20social%20skills%20videos.

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Assistive technology (AT) for autism includes a wide range of tools that can help someone learn, communicate, and carry out daily functions. These can range from simple picture boards and worry beads to sophisticated software, apps, and robots.

AT tools can help people with many different areas of life including:

Basic communication

Reading, writing, and math

Telling time and managing schedules

Learning and using social skills

Managing sensory challenges

Staying safe

Activities of daily living (managing household chores and self-care)

For some with autism, assistive technology can improve certain abilities. For others, it can enable them to do things they may not have been able to before.

This article covers the ways assistive technology can help someone with autism, as well as examples of the various options available.

Types of Assistive Technology for Autism

Because people with autism don't have obvious physical disabilities, and many people on the spectrum are verbal, it's easy to underestimate how helpful AT can be.

Assistive technology is usually divided into groups-low-tech, mid-tech, and high-tech:

Low-tech AT: Anything that needs no electricity; think weighted vests, sensory balls, or picture boards.

Mid-tech AT: Is simple enough to be relatively inexpensive and easy to operate. Examples include battery-operated sensory toys, visual timers, and social skills videos.

High-tech AT: Is digital technology and can include anything from augmentative communication technology for non-verbal people to robots built to increase social skills in children on the autism spectrum.

AT for Communication

One of the most important uses of AT is providing the means for people on the autism spectrum to communicate their thoughts and needs.

As many as 35% of children with autism may be non-verbal. While this number is just an estimate, a very large percentage of people on the spectrum have difficulty with verbal communication and virtually all people with autism have at least some difficulty with social communication.

At the low-tech end, there are low-cost, easy-to-use tools such as picture boards and picture cards, including those created by PECS-a highly-regarded organization whose products have been used in schools and by therapists for many years.

At the mid-range, there are apps for both augmentative communication and speech therapy.

None of these apps were created specifically for people with autism, but they are extremely useful and cost-efficient for someone who is unable to use expressive speech effectively.

Two examples of speech-generating apps include:

Proloquo2Go by Assistiveware, which features over 10,000 words, is easy to customize for physical or cognitive needs, and can be used in many different languages. Compatible with iOS; costs about $250.

TouchChat HD by Prentke Romich Company, which provides English and Spanish options and allows the user to choose a voice that fits their personality. Compatible with iOS; costs about $150.

Apps for speech therapy are intended not only to substitute for the human voice, but help build speech and language skills. Two highly regarded options include:

Articulation Station

LAMP Words for Life

AT for Learning and Executive Functioning

Some studies have found that around 30% of children with autism spectrum disorder (ASD) also have intellectual disabilities.

In addition, more than 30% are also diagnosed with attention deficit hyperactivity disorder (ADHD), and up to 40% experience some level of anxiety.

These issues, added to the core symptoms of autism, create some significant issues in school and in the workplace.

The most significant learning challenges are:

Difficulties with processing spoken and written language (including challenges with some types of math, such as word problems)

Sensory challenges that can make fluorescent lights, buzzers, and other ordinary noises painful and sitting still particularly difficult

Executive functioning difficulties that make it hard to manage schedules, stay on task, and plan projects

Assistive technology can help with all of these issues, whether at school, at home, or in the workplace.

Low-tech options for handling sensory issues include simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks.

For executive functioning, ordinary written planners, color-coded schedules, and visual reminders can all make a positive difference.

Most children with autism do best with hands-on and visual learning, so manipulatives like Cuisenaire rods (which are also available in virtual form) and alphabet blocks are helpful choices for teaching academic skills.

Mid-range options are easily available and relatively low-cost. Some examples include:

Watches with alarms

Visual timers

Sound-blocking headphones

Calculators

For many people with autism, audiobooks and recordings can be a great way to replay lectures or instructions.

Because many people with autism are very visual learners, videos can be a good alternative to written books or spoken lectures.

At the high end, there are many types of software and apps that are intended to help visual learners think, write, and communicate.

Some are intended for the general market; these include mind-mapping software like Lucidchart which is used to make connections among apparently different ideas and turn those connections into usable outlines and other products.

Speech-to-text software can also be useful, as can tools specifically created for students with learning disabilities. Examples include:

AT for Social Skills and Communication

For some people with autism, challenges with social situations and communication are relatively subtle. For others, even basic human interactions can be a struggle.

Fortunately, there is a vast range of assistive technologies to help with these issues.

At the basic, low-tech level, an industry has arisen around teaching children with autism and adults with more severe challenges to prepare for and manage new or complex social situations.

Among the most popular are:

Social Stories

These short, simple, visual stories were first developed by Carol Gray and are used to prepare people with autism to think and behave appropriately in any situation.

There are pre-existing social stories for common situations such as getting a haircut or going to the dentist. Therapists and parents can also write and illustrate customized social stories for unique situations, such as starting a new school.

Social Skills Cards and Games

Many specialized companies have created cards and games to help build social skills.

Examples include:

A game similar to Chutes and Ladders created to reinforce empathy

Uno-like cards focused on feelings

Dice games intended to reinforce social communication skills

Mid-level technology for social skills focuses largely on video modeling and apps, though many video games intended for preschoolers focus on social-emotional concepts.

Video modeling is a tried-and-true technique for teaching social skills, and companies like Model Me Kids are dedicated to creating videos to teach everything from polite greetings to joining a conversation to asking someone out on a date.

Apps are more interactive. They allow learners to select areas of interest and actually practice their skills and receive feedback.

The Social Express is a social skills tool for middle school learners with autism and related disorders.

Social skills teaching at the high end is truly techie-and can be extremely expensive. That's because the goal is to create interactive artificial intelligence and robots that can literally take the place of human beings.

These tools are being used to help both children and adults build social skills in a risk-free, highly-interactive, and very intriguing way. Preliminary research is encouraging.

A few of the more advanced projects along these lines include:

Kiwi, a "socially assistive robot" created by a team of researchers from the University of Southern California that teaches autistic children how to do math and socialize.

QTrobot, created by a company at the University of Luxembourg, which is intended to "increase children's willingness to interact with human therapists, and decrease discomfort during therapy sessions."

Human-shaped robots created at MIT to help develop social skills and empathy in children with autism.

AT for Sensory Challenges

Sensory challenges in people with autism can result in over- or under-responsiveness to sensory input. For example, they may find something like a school bell painful to hear, but seem almost unfazed by a physical injury.

Sensory therapists seek to "regulate" the sensory systems using assistive technology. Teachers, parents, and adults with autism tend to look for tools to deaden sound and calm the nervous system.

Most adaptive technology for sensory challenges is low- or medium-tech. Therapists may use trampolines, swings, brushes, balls, and similar tools to help over-responsive sensory systems become less sensitive.

Classroom teachers and paraprofessionals often use noise-canceling headphones, weighted vests, and tinted glasses to help students avoid excessive sound and light.

To calm the nervous system, teachers and parents may use ball pits, weighted blankets and vests, or "squeeze machines" to provide tactile input.

Sensory toys can be used to help children focus better, calm down, and relax, but shouldn't replace evidence-based treatment for ASD.

Sensory toys for autism may include:

Sand, slime, or putty (to help develop fine motor skills)

Rainmaker toys (may appeal to a child's sense of hearing and help them relax)

Fidget spinners (can help with focus by keeping hands occupied)

Vibrating cushion or gadget (shown to improve social interaction)

Apps are commonly used for sensory "breaks." These tend to be simple tools that allow you to do things like pop bubbles, meditate, follow images with your eyes, or play repetitive music.

While not necessarily created for people on the autism spectrum, such apps can be very helpful. Examples include:

AT for Safety

Many children with autism, and some adults with more severe autism, are at risk for running away. Children with autism can be very good at manipulating locks, and even "babyproofing" may not be enough to keep them indoors.

Thus, in addition to ordinary door chains, baby gates, and latches, many families (and some group homes and schools) use ID bracelets and tracking devices to maintain safety.

There are a number of companies that produce ID bracelets, tags, cards, and trackers. They provide name, address, and contact information and, in some cases, automatically connect with first responders.

All are quite similar, and the best choice depends on your level of need and budget.

A few companies that make such products include:

A Word from Verywell

While it's easy to spend a great deal of money on AT for children and adults with autism, it is rarely necessary. Most items required for schoolchildren can be requested through and paid for by either the school district or health insurance.

AT that is used for ordinary activities of daily life-paying bills, making grocery lists, keeping track of time, communicating with others-can often be bought for just a few dollars.

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How Technology Can Help People With Autism

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Assistive technology (AT) for autism includes a wide range of tools that can help someone learn, communicate, and carry out daily functions. These can range from simple picture boards and worry beads to sophisticated software, apps, and robots.

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Children with traumatic brain injuries (TBIs) often have a variety of long-term physical, cognitive and psychosocial difficulties. Teachers, therapists and parents frequently ask how they can help these students succeed in the classroom. Because each child is unique, there is no one teaching program that applies to all students with brain injuries. By adapting instruction or modifying the environment, however, the student can have greater opportunities for success in the classroom and community.

The effects of brain injury often are confused with learning disabilities. Before the creation of a special category of traumatic brain injury under the Individuals with Disabilities Education Act (IDEA), many of these students were misidentified as having learning disabilities. This confusion is understandable because they have many common characteristics. Both groups of students can have difficulty with sustaining attention, memory, controlling impulses, organizational skills, integrating skills, generalization, abstract reasoning and social judgment. Many of the teaching methods and compensatory strategies that teachers use with students with learning disabilities also can be used for students with brain injuries. For example, the student with organizational difficulties can benefit from verbal cues and written checklists.

There are, however, critical differences between these two conditions. The onset of a brain injury is sudden, often the result of a car crash, fall or blow to the head. Brain injury can occur at any age and interrupts the development of the child's brain. Because of this, there may be marked "before and after" changes in this student's physical, academic and social skills. Beyond the immediate changes, some consequences may not appear for months or years after the injury, as the brain matures and schoolwork becomes more complex.

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Teaching Strategies for Students with Brain Injuries

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Source: https://www.nichd.nih.gov/health/topics/tbi/conditioninfo/effects

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1. Attention problems may make it challenging to tune out distractions and focus on the lesson.
2. Difficulties reading, writing, and listening can make it challenging to process and comprehend information.
3. Memory problems can contribute to difficulties recalling old information or retaining new information.
4. Organization problems can cause difficulties planning, prioritizing, and completing a sequence of activities.
5. Impulsivity can lead to behavioral challenges and reduced social skills.
6. Sensory issues such as difficulties processing sounds can contribute to learning problems.
7. Speech and language difficulties can contribute to challenges with learning new information or demonstrating one’s academic abilities. This will primarily depend on the individual’s specific type of speech or language disorder.
8. Motor impairments can make it challenging to get to class on time, write, and speak.
9. Sensitivity to overstimulation can make it very easy for the student to become distracted and lose focus.

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Traumatic Brain Injury in the Classroom: Support & Intervention

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There are supportive services available for helping survivors with traumatic brain injury in the classroom. Here's what to expect.

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Background on speech or language impediments from the Center for Parent Information and Resources

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Background on speech or language impediments from the Center for Parent Information and Resources

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'There are many kinds of speech and language disorders that can affect children. In this fact sheet, we’ll talk about four major areas in which these impairments occur. These are the areas of:

Articulation | speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”);

Fluency | speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns;

Voice | speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness; and

Language | language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say. (1)

These areas are reflected in how “speech or language impairment” is defined by the nation’s special education law, the Individuals with Disabilities Education Act, given below. IDEA is the law that makes early intervention services available to infants and toddlers with disabilities, and special education available to school-aged children with disabilities.

Definition of “Speech or Language Impairment” under IDEA

The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows:

“(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” '

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Center for Parent Information and Resources

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Speech and Language Impairments - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Characteristics of children with speech or language disorders from the Center for Parent Information and Resources

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Characteristics of children with speech or language disorders from the Center for Parent Information and Resources

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Characteristics of Speech or Language Impairments

The characteristics of speech or language impairments will vary depending upon the type of impairment involved. There may also be a combination of several problems.

When a child has an articulation disorder, he or she has difficulty making certain sounds. These sounds may be left off, added, changed, or distorted, which makes it hard for people to understand the child.

Leaving out or changing certain sounds is common when young children are learning to talk, of course. A good example of this is saying “wabbit” for “rabbit.” The incorrect articulation isn’t necessarily a cause for concern unless it continues past the age where children are expected to produce such sounds correctly. (4) (ASHA’s milestone resource pages, mentioned above, are useful here.)

Fluency refers to the flow of speech. A fluency disorder means that something is disrupting the rhythmic and forward flow of speech—usually, a stutter. As a result, the child’s speech contains an “abnormal number of repetitions, hesitations, prolongations, or disturbances. Tension may also be seen in the face, neck, shoulders, or fists.” (5)

Voice is the sound that’s produced when air from the lungs pushes through the voice box in the throat (also called the larnyx), making the vocal folds within vibrate. From there, the sound generated travels up through the spaces of the throat, nose, and mouth, and emerges as our “voice.”

A voice disorder involves problems with the pitch, loudness, resonance, or quality of the voice. (6)   The voice may be hoarse, raspy, or harsh. For some, it may sound quite nasal; others might seem as if they are “stuffed up.” People with voice problems often notice changes in pitch, loss of voice, loss of endurance, and sometimes a sharp or dull pain associated with voice use. (7)

Language has to do with meanings, rather than sounds. (8)  A language disorder refers to an impaired ability to understand and/or use words in context. (9) A child may have an expressive language disorder (difficulty in expressing ideas or needs), a receptive language disorder (difficulty in understanding what others are saying), or a mixed language disorder (which involves both).

Some characteristics of language disorders include:

improper use of words and their meanings,

inability to express ideas,

inappropriate grammatical patterns,

reduced vocabulary, and

inability to follow directions. (10)

Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate. These symptoms can easily be mistaken for other disabilities such as autism or learning disabilities, so it’s very important to ensure that the child receives a thorough evaluation by a certified speech-language pathologist.

https://www.parentcenterhub.org/speechlanguage/

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Center for Parent Information and Resources

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Speech and Language Impairments - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Intellectual disability is a condition characterized by significant limitations in both intellectual functioning and adaptive behavior that originates before the age of 22.

Source: American Association on Intellectual and Developmental Disabilities (AAIDD). (n.d.). Definition of Intellectual Disability. Retrieved from https://www.aaidd.org/intellectual-disability/definition

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A developmental delay is when your child is slow to reach one or more developmental milestones compared to their peers. Developmental milestones include skills such as:

Smiling for the first time.

Rolling over.

Pulling up to stand.

Waving “bye-bye.”

Taking a first step.

Speaking a first word such as “dada.”

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Development Delay in Children: What It Is, Screening, Treatment

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Children with developmental delays don’t meet developmental milestones at the same pace as their peers. These delays can involve physical, cognitive, language or social development.

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Developmental Delays in Children, Explained

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Developmental delays are delays in physical skill or level of maturity that a child was expected to achieve but has failed to do so within the normal age range that most children will.

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I. Developmental Delay Strategies

II. resources and activities

III. Evidence-based strategies:
1. Get child’s attention before
2. communicating.
3. Be clear and specific.
4. Use visual instructions.
5. Some children may find it easier if they can use gestures.

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A range of stories that help children with disabilities or developmental challenges learn more about childcare and kindergarten.

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What Do You Need To Know About Developmental Delays?

2021 Child Neurology Update (Enduring): Developmental Delay

Training for caregivers of children with developmental delays and disabilities

Improving early child development with words: Dr. Brenda Fitzgerald at TEDxAtlanta

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What Do You Need To Know About Developmental Delays?

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Tips on helping a student with a language or speech impediment in the classroom from Twinkl

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Tips on helping a student with a language or speech impediment in the classroom from Twinkl

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'Accommodations for speech impairments

There are lots of things that you can put in place to support a child with a speech impairment. Putting these accommodations in place will help make the child’s learning experience better.

Simple things like where a child sits in the classroom are important. They need to have easy access to you so that you can give them any extra support that they might need. If they are sitting far away from you, you might not be able to notice if they need any help and they may struggle with their work. So keep them close to you so if they need help you’re more likely to notice.

You can also give them non-verbal communication cards if they need to ask a question or if they need some help. We have these handy Communication Cards that you might find useful. These communication cards allow a child to communicate with other people in a non-verbal way. These can be very useful for you and the child because you can see exactly what they need.

Encourage them to take part in class discussions if they feel comfortable doing so. You can ask them questions that they can easily answer with communication cards or with hand gestures and facial expressions. If a child wants to talk, then be patient with them. Try not to correct any speech difficulties because this could knock their confidence and they may not want to attempt it again.

Make sure all the other children listen to them and are patient with them too. If people talk over them or don’t listen, they may be discouraged to do it again and it can knock their confidence.

You also need to make sure that they feel supported throughout the school day, and that you give positive reinforcement when they achieve something. Being positive, and giving them praise when they do well, will encourage them to continue learning.

If there is a certain area that the child particularly struggles with, then help them with it and come up with a solution to make it easier for the child. Having a good support system will help the child to feel comfortable, and they will be more willing to ask for help when they need it.

You can also be a good speech model for the child. Make sure you speak clearly and correctly to the class so that everybody can understand what you are saying. If a child has any questions, make sure you give the answer as clearly and concisely as you can.

Accommodations for language impairments

There are also lots of things you can put in place to help a child with a language impairment. Making sure these accommodations are in place can make a massive difference to the child’s learning and development.

Making sure the child is in close proximity to you is very important, just as it is for a child with a speech impairment. This means the child can easily ask for help when they need it. You should also encourage any kind of communication that they make. Positive reinforcement can give them confidence to keep trying!

Children with language impairments may struggle to understand verbal communication, so you could also use communication cards with them. These handy Non-Verbal Classroom Cues can be used by you to communicate instructions with the child in a way that they can understand.

Make sure you work at the student's pace. They might not find learning as easy as other children do, but that’s OK. As long as the child works at their own pace and understands what they are learning, that’s good. But it’s also OK if they need extra help to understand what they are doing.

Making sure you use clear, easy to understand language is very important too. If you speak too fast or in an unclear way, this can make it even more difficult for the child to understand what you are saying. If you speak in a calm, clear way, then they have a better chance of understanding what you are saying.

Using visual cues can also be really helpful for a child with a language impairment. It allows them to have a better understanding of what they are learning about. These don’t have to be complicated images or videos, as long as it is clear what the image is and how it relates to the topic they are learning, then it can be a good reinforcement for them.

Teach positive communication and listening in the classroom. It is important that all children are patient and listen to what another person is saying when they are talking. This is particularly important for children with a language impairment. If a child with a language impairment decides to give it a go, then making sure everyone is patient and listens to them is very important. If people talk over them or don’t listen, then they may be discouraged to do it again.

Last but not least, always check with the child that they understand what they are doing and ask if they need any extra support. Some children may not feel comfortable asking for help themselves. So, making sure that you ask, when possible, is a great way for them to communicate any issues they may have.'

https://www.twinkl.kr/teaching-wiki/accommodations-for-speech-and-language-impairments

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Accommodations for speech and language impairments need to be made in the classroom to ensure every child can learn well. Read this teaching wiki to learn more.

What is a speech or language impairment?

Although we associate speech and language together, they are two separate things. A child may have a speech impairment or a language impairment, and possibly both together. But ultimately they are two separate impairments that affect people in different ways.

A speech impairment affects the way someone makes sounds. Speech impairments can make talking difficult for people. Examples of speech impairments:

A language impairment affects the way a person uses and understands spoken language. Language impairments are classed as a type of communication disorder. There are three main types of language impairments:

Expressive Language Disorders

Receptive Language Disorders

Mixed Receptive-Expressive Language Disorders

To learn more about the different types of speech and language impairments and the causes of them, click here.

Why is it important to make accommodations for speech and language impairments?

Children that have a speech or language impairment may find school difficult because they may not be able to communicate well or understand what others are saying. It is important that children with a speech or language impairment get the extra support they need so that they can learn effectively.

It is important that you make accommodations for speech and language impairment so that every child has equal opportunities to learn. A child with a speech or language impairment may not be able to learn in the same way that other children can. So, it is important to find out what their needs are and how you can support them in their learning.

Accommodations for speech impairments

There are lots of things that you can put in place to support a child with a speech impairment. Putting these accommodations in place will help make the child's learning experience better.

Simple things like where a child sits in the classroom are important. They need to have easy access to you so that you can give them any extra support that they might need. If they are sitting far away from you, you might not be able to notice if they need any help and they may struggle with their work. So keep them close to you so if they need help you're more likely to notice.

You can also give them non-verbal communication cards if they need to ask a question or if they need some help. We have these handy Communication Cards that you might find useful. These communication cards allow a child to communicate with other people in a non-verbal way. These can be very useful for you and the child because you can see exactly what they need.

Encourage them to take part in class discussions if they feel comfortable doing so. You can ask them questions that they can easily answer with communication cards or with hand gestures and facial expressions. If a child wants to talk, then be patient with them. Try not to correct any speech difficulties because this could knock their confidence and they may not want to attempt it again.

Make sure all the other children listen to them and are patient with them too. If people talk over them or don't listen, they may be discouraged to do it again and it can knock their confidence.

You also need to make sure that they feel supported throughout the school day, and that you give positive reinforcement when they achieve something. Being positive, and giving them praise when they do well, will encourage them to continue learning.

If there is a certain area that the child particularly struggles with, then help them with it and come up with a solution to make it easier for the child. Having a good support system will help the child to feel comfortable, and they will be more willing to ask for help when they need it.

You can also be a good speech model for the child. Make sure you speak clearly and correctly to the class so that everybody can understand what you are saying. If a child has any questions, make sure you give the answer as clearly and concisely as you can.

Accommodations for language impairments

There are also lots of things you can put in place to help a child with a language impairment. Making sure these accommodations are in place can make a massive difference to the child's learning and development.

Making sure the child is in close proximity to you is very important, just as it is for a child with a speech impairment. This means the child can easily ask for help when they need it. You should also encourage any kind of communication that they make. Positive reinforcement can give them confidence to keep trying!

Children with language impairments may struggle to understand verbal communication, so you could also use communication cards with them. These handy Non-Verbal Classroom Cues can be used by you to communicate instructions with the child in a way that they can understand.

Make sure you work at the student's pace. They might not find learning as easy as other children do, but that's OK. As long as the child works at their own pace and understands what they are learning, that's good. But it's also OK if they need extra help to understand what they are doing.

Making sure you use clear, easy to understand language is very important too. If you speak too fast or in an unclear way, this can make it even more difficult for the child to understand what you are saying. If you speak in a calm, clear way, then they have a better chance of understanding what you are saying.

Using visual cues can also be really helpful for a child with a language impairment. It allows them to have a better understanding of what they are learning about. These don't have to be complicated images or videos, as long as it is clear what the image is and how it relates to the topic they are learning, then it can be a good reinforcement for them.

Teach positive communication and listening in the classroom. It is important that all children are patient and listen to what another person is saying when they are talking. This is particularly important for children with a language impairment. If a child with a language impairment decides to give it a go, then making sure everyone is patient and listens to them is very important. If people talk over them or don't listen, then they may be discouraged to do it again.

Last but not least, always check with the child that they understand what they are doing and ask if they need any extra support. Some children may not feel comfortable asking for help themselves. So, making sure that you ask, when possible, is a great way for them to communicate any issues they may have.

It is important to make sure that you have made these accommodations for speech and language impairments in your classroom. For more resources to help you teach children with speech and language impairments, look here.

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What accommodations for speech and language impairment are there?

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Accommodations for speech and language impairments need to be made in the classroom to ensure every child can learn well. Read this teaching wiki to learn more. Although we associate speech and language together, they are two separate things. A child may have a speech impairment or a language impairment, and possibly both together.

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Impairment in hearing, in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a student’s educational performance but is not included under the definition of deafness.

Disability Categories | Fairfax County Public Schools. (n.d.). Www.fcps.edu. https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories

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Information on assistive technology for student with speech disabilities from The Tech Advocate

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Information on assistive technology for student with speech disabilities from The Tech Advocate

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'Some students encounter extraordinary challenges when it comes to forming the sounds of everyday communication. This may be due to a structural problem with the mouth or a motor-based issue. Collectively, these difficulties are considered to be articulation disorders. They can make classroom education extremely hard for both teachers and students. However, there are some ways that teachers can help students with articulation disorders still succeed academically.

If you want to help your student with articulation disorder succeed, you will need some of the best assistive technology available. You can see the recommendations for the top assistive technologies used with this disorder below.

Augmentative and Alternative Communication (AAC) Devices

Not all students can communicate using their words. Teachers can still get the point across and communicate easily with their students using augmentative and alternative communication devices. These can take several different forms. Some will be books filled with pictures that students can point at while others may be digital. The proper AAC depends on the age and fluency of the student. Consider whether your student with an articulation disorder could benefit from a picture book or from digitized speech.

Speech Apps

Most children are highly motivated by playing games, and those with an articulation disorder are no different. One of the best ways to use assistive technology to help with these conditions is to use speech apps. Speech Wizard, one of the most popular options, helps students to practice their sounds, sentences, and phrases. Teachers will love this app because it has a data tracking option that provides them with real research and information on how their student is doing. Be sure to look for speech apps that are designed by licensed speech-language pathologists.

Text-to-Speech Software

When students are meant to give a presentation to their class, it can be hard and be embarrassing for a child with an articulation disorder. Teachers can utilize the right technology to make this a possibility without forcing a student into an uncomfortable position. Similar to an AAC, the child could use a text-to-speech app or software on the computer. This allows them to type out what they want to say and allows the computer to read it to the class instead. Now, your students with an articulation disorder can still present their amazing findings to the class but without the shame and embarrassment.

Students with articulation disorder do have a more difficult time communicating with their teachers and classmates. However, this can easily be remedied using some of the best assistive technology available. With a few of these tools, students will have everything they need to succeed in the classroom this year.'

https://www.thetechedvocate.org/assistive-technology-to-help-students-with-articulation-disorder-succeed-academically/

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Assistive Technology to Help Students with Articulation Disorder Succeed Academically

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Spread the loveSome students encounter extraordinary challenges when it comes to forming the sounds of everyday communication. This may be due to a structural problem with the mouth or a motor-based issue. Collectively, these difficulties are considered to be articulation disorders. They can make classroom education extremely hard for both teachers and students.

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Information on assistive technology for language disorders from the Autism Parenting Magazine

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Information on assistive technology for language disorders from the Autism Parenting Magazine

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'Augmentative and alternative communication (AAC):

These help people with speech and language impairments with language skills and communication. Examples can range from visual aids which include sign language, communication boards, all the way to speech generating devices.

Assistive listening devices (ALD):

These create amplified sound that will transmit sound to the individual and help cut distracting background noise. This would include hearing aids and personal amplifiers to inner cochlear implants that help improve sound transmission to the individual.

Devices that alert

These are devices that make loud sounds and can connect to the telephone or can be a part of an alarm system that can produce a light signal or other alert to the individual to let them know something is happening.

Infrared systems

These systems are worn by the individual and use alerting devices connected by using infrared light to amplify sounds. The use of infrared systems cannot transmit through walls making it a good choice when private and sensitive information is being shared because it is a closed system that stays within the hearing aids or inner cochlear implant.

Personal amplifiers

These help cut down on unwanted background noise when some of the other systems may be unavailable like in a car. Devices that are about cell phone size help increase sound while cutting back on unwanted background sounds.

Hearing loop systems

These are also known as induction loop systems where the transmitter converts sound through electromagnetic energy that has four main parts.

Four parts of a hearing loop system include:

1. A central source (microphone, television, etc.)

2. Sound converter or amplifier

3. An array of thin wires that are placed around a room or under the carpet or flooring

4. Receiver (headset, etc.)

FM systems

These systems are able to spread amplified sound through radio signals. These can be used in larger areas, like a presentation, where the presenter uses specialized devices, like a microphone, and the individual has a receiver on a special channel to listen to the speech.

Which device is the best?

That question is best answered and is dependent on the individual and why they are using the device. Since the devices range from about the size of a cell phone size that the individual can carry up to specialized devices and software programs for those with speech difficulties and hearing loss, it is dependent on why the devices are being used.

This can seem like quite a large decision but can be helped by speech language pathologists, an occupational therapist, and/or your child’s doctor. These professionals are able to make referrals and know what needs to be considered when making this choice.

There are also augmentative and alternative communication (AAC) evaluations that can evaluate an individual’s skill level and needs. These evaluations can be a key point to consider when making this decision.'

https://www.autismparentingmagazine.com/assistive-technology-speech-language-disorders/

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What Assistive Technology for Speech and Language Disorders Are Available and How do They Work?

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This article provides ideas and explains the different assistive technology for speech and language disorders.

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Center for Parent Information and Resources. July 2015. 'Speech and Language Impairments'. Online: https://www.parentcenterhub.org/speechlanguage/

Twinkl. No date. 'Accommodations for Speech and Language Impairments'. Online: https://www.twinkl.kr/teaching-wiki/accommodations-for-speech-and-language-impairments

Matthew Lynch. 19/05/2018. 'ASSISTIVE TECHNOLOGY TO HELP STUDENTS WITH ARTICULATION DISORDER SUCCEED ACADEMICALLY.' Online: https://www.thetechedvocate.org/assistive-technology-to-help-students-with-articulation-disorder-succeed-academically/

Donnesa McPherson, AAS. 23/09/2022. 'What Assistive Technology for Speech and Language Disorders Are Available and How do They Work?' Online: https://www.autismparentingmagazine.com/assistive-technology-speech-language-disorders/

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Center for Parent Information and Resources

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Speech and Language Impairments - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Speech pathologists and assistive technologies: https://youtu.be/vXBzAGtsG-w

Assistive technology in action:
https://youtu.be/g95TO20hnmo

How assistive technology helps students with disabilities:
https://youtu.be/CThsnREAcf4

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Speech pathologists and assistive technology

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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

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IDEA definition:
Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

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

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

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

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

The term "emotional disturbance" includes schizophrenia. It does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disturbance.

In Montana: The percentage of Montana students ages 6-21 considered to be impaired by emotional disturbances in 2011 was .53%.

Nationally: The U.S. Department of Health and Human Services' (DHHS') 1999 report,Mental Health: A Report of the Surgeon General, estimates that at least one in five (20%) children and adolescents has a mental health disorder at some point in their life from childhood to adolescence.

Resources
Anxiety Disorders Association of America
Eating Disorders at School: Spotting the Signs and Getting Help- Community for Accredited Online Schools

Emotional Disturbance (Parent Center Hub)- Center for Parent Information and Resources (CPIR)

Visit the Montana Office of Public Instruction Special Education page for more Montana specific school resources.

National Eating Disorders Association- NEDA supports individuals and families affected by eating disorders, and serves as a catalyst for prevention, cures and access to quality care.
1-800-931-2237

Positive Behavioral Interventions and Supports- The PBIS Center provides research-based information on how to provide behavioral supports to children who need them.

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

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When we go underwater, for the time being, we cannot properly hear the words being said outside of the water. Similarly, the students with hearing impairment do hear some, but not all. In this case, the biggest challenge arises with the inability to properly communicate with others at all times.
Depending on the onset of the hearing impairment, these students are likely to have problems with:

The subjects of spelling, grammar, and vocabulary.

Making notes while listening to lectures.

Participate, engage or understand classroom discussions.

Understand educational videos.

Present oral reports.

Last but not least, these students could have a difficulty making and playing with their peers. This is where being inclusive in school and our community plays a crucial role in these students' learning.

Inclusive Education For Students With Hearing Impairment. (2022, September 23). Www.edtechreview.in. https://www.edtechreview.in/trends-insights/insights/inclusive-education-for-students-with-hearing-impairment/

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Anxiety disorders;

Bipolar disorder (sometimes called manic-depression);

Conduct disorders;

Eating disorders;

Obsessive-compulsive disorder (OCD); and

Psychotic disorders.

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Links updated, March 2019
This information in Spanish

The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. ( 1)

We refer to mental disorders using different "umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

You may be reading this fact sheet with one of these specific disorders in mind, or you may be looking for information about emotional disturbances in general. In either case, keep reading to find out what different emotional disturbances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders.
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Definition
IDEA defines emotional disturbance as follows:
We've chosen to use the term "emotional disturbance" in this fact sheet because that is the term used in the nation's special education law, the Individuals with Disabilities Education Act (IDEA).

"...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." ( 2)

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. ( 3)

Characteristics

As is evident in IDEA's definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person's physical, social, or cognitive skills may also be affected. The National Alliance on Mental Illness of Southern Arizona puts this very well:

Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life. ( 4)

Some of the characteristics and behaviors seen in children who have an emotional disturbance include:

Hyperactivity (short attention span, impulsiveness);

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

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

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

Learning difficulties (academically performing below grade level).

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.

Causes

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.

According to NAMI, mental illnesses can affect persons of any age, race, religion, or income. Further:

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan. ( 5)

Frequency

Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. ( 6) Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. The most common psychiatric disorders in childhood are anxiety disorders, AD/HD and disruptive behavior, depression and bipolar disorders, and eating disorders. ( 7)

Help for School-Aged Children

IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disability-in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2016 school year, more than 349,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. ( 8)

Determining a child's eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.
10 Basic Steps in Special Education Questions Often Asked by Parents about Special Education Services Evaluating Children for Disability Developing Your Child's IEP
There is a lot to know about the special education process, much of which you can learn here on the CPIR site. We invite you to read the wide range of publications we offer on the topic, especially:

A Look at Specific Emotional Disturbances

As we mentioned, emotional disturbance is a commonly used umbrella term for a number of different mental disorders. Let's take a brief look at some of the most common of these.

We all experience anxiety from time to time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

The term "anxiety disorder" is a broad term covering several different disabilities that share the core symptom of irrational fear. These include such different disorders as generalized anxiety disorder, panic disorder, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. ( 9)

According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. ( 10) They are also highly treatable. Unfortunately, only about 36.9% of those affected receive treatment. ( 11)

Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly "high" and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood. ( 12)

For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment. ( 13)

Conduct Disorder

Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. ( 14) This may include some of the following behaviors:

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

Treatment will depend on the child's symptoms, age, and general health. It will also depend on how severe the condition is. Treatment may include:

helping the child learn how to better solve problems, communicate, and handle stress, as well as how to control impulses and anger (what's known as cognitive-behavioral therapy);

family therapy;

peer group therapy (to help better social and interpersonal skills); and

medications (although these are not typically used to treat conduct disorder). (16)

Eating disorders are characterized by extremes in eating behavior-either too much or too little-or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder. ( 17)

Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. ( 18)

Binge eating is also considered an eating disorder. It's characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives. ( 19)

According to the National Eating Disorders Association:

Treating an eating disorder generally involves a combination of psychological and nutritional counseling, along with medical and psychiatric monitoring. Treatment must address the eating disorder symptoms and medical consequences, as well as psychological, biological, interpersonal, and cultural forces that contribute to or maintain the eating disorder... Many people utilize a treatment team to treat the multi-faceted aspects of an eating disorder. ( 20)

Obsessive-Compulsive Disorder

Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called "rituals," however, provides only temporary relief, and not performing them markedly increases anxiety. ( 21)

A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. ( 22) Treatment for most people with OCD should include one or more of the following:

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

"Psychotic disorders" is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. ( 24) There are others as well.

Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling). ( 25)

More about School

As mentioned, emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services in public school. These services can be of tremendous help to students who have an emotional disturbance.

Typically, educational programs for children with an emotional disturbance need to include attention to providing emotional and behavioral support as well as helping them to master academics, develop social skills, and increase self-awareness, self-control, and self-esteem. A large body of research exists regarding methods of providing students with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are fostered. (See the resource section at the end of this fact sheet for more information on PBS.) It is also important to know that, within the school setting:

For a child whose behavior impedes learning (including the learning of others), the team developing the child's Individualized Education Program (IEP) needs to consider, if appropriate, strategies to address that behavior, including positive behavioral interventions, strategies, and supports.

Students eligible for special education services under the category of emotional disturbance may have IEPs that include psychological or counseling services. These are important related services available under IDEA and are to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

Other Considerations

Children and adolescents with an emotional disturbance should receive services based on their individual needs, and everyone involved in their education or care needs to be well-informed about the care that they are receiving. It's important to coordinate services between home, school, and community, keeping the communication channels open between all parties involved.

The Importance of Support

Families often need help in understanding their child's disability and how to address the needs that arise from the disability. Help is available from psychiatrists, psychologists, and other mental health professionals that work in the public or private sector. There is also a network of mental health support operating in every state as well as locally.

To locate systems of support in your community or state, visit the organizations we've listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.

There are also support groups available from organizations that address specific mental disorders under the umbrella term of emotional disturbance. See the resources at the end of this fact sheet to identify some of these groups.

Resources of More Information

AACAP | American Academy of Child and Adolescent Psychiatry | AACAP offers Facts for Families, a series in English, Spanish, and several other languages that includes many briefs on specific mental disorders, including the ones mentioned in this publication.

Fact sheets in other languages | Including Chinese and Vietnamese.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Home.aspx

AACAP also operates different Resource Centers, which offer consumer-friendly definitions, answers to frequently asked questions, clinical resources, expert videos, Facts for Families, and much more. Visit the Resource Center home page if you are concerned with one of the following:

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

NIMH | National Institute of Mental Health | NIMH is clearly a source of authoritative information on specific mental disorders. Phone: 1.866.615.6464. TTY: 1.866.415.8051

NAMI | National Alliance on Mental Illness | NAMI is an excellent source of information and connection on mental illness, including the individual disorders mentioned in this fact sheet. NAMI's website and toll-free helpline are available in English and Spanish.

SAMHSA is the Substance Abuse & Mental Health Services Administration. It offers many resources to consumers, including:.

Detailed information on specific emotional disturbances, or related issues such as positive behavior supports, is also available from these sources:

Anxiety Disorders Association of America | http://www.adaa.org

Center on Positive Behavioral Interventions and Supports | The PBIS Center provides research-based information on how to provide behavioral supports to children who need them. | www.pbis.org

Conduct Disorders | A soft place to land for battle-weary parents
http://www.conductdisorders.com/

Encyclopedia of Mental Disorders | http://www.minddisorders.com/index.html

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

Something Fishy | (eating disorders)
http://www.something-fishy.org

References

2 | Code of Federal Regulations, Title 34, §300.8(c)(4)(i)

3 | Code of Federal Regulations, Title 34, §300.8(c)(4)(ii)

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

14 | American Academy of Adolescent and Child Psychiatry. (2013, August). Conduct disorder: Facts for families. Washington, DC: Author. Available online at:
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Conduct_Disorder_33.aspx

15 | Ibid.

16 | Johns Hopkins Medicine Health Library. (n.d.). Conduct disorder in children. Baltimore, MD: Author. Online at:
https://www.hopkinsmedicine.org/healthlibrary/conditions/mental_health_disorders/conduct_disorder_90,P02560

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Links updated, March 2019 This information in Spanish The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years.

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How do you define 'multiple disabilities'?

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How do you define 'multiple disabilities'?

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'"Multiple Disabilities" is a broad umbrella term meaning, simply, that the student has more than one disability. The specifics of this diagnosis are almost endlessly variable, and great care needs to be taken to adjust individual educational support to the child's particular needs.

The cause of multiple disabilities are as varied as the diagnosis itself. The condition may be the result of a traumatic brain injury (TBI), or a genetic disorder, or a chromosomal abnormality, or premature birth, developmental delay, etc.

Children with multiple disabilities have a combination of more than one disability, such as intellectual disability, mobility issues, visual or auditory deficits, language delay, brain injury, and more. The term "multiple disabilities" does not specify which of the many possible disabilities a student has, nor does it specify how severe those disabilities are. The specifics vary greatly by the individual.'

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How to identify intellectual disability?

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How to identify intellectual disability?

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Two areas we should observe:

Intellectual Functioning

Intellectual functioning—also called intelligence—refers to general mental capacity, such as learning, reasoning, problem solving, and so on.

One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

Adaptive Behavior

Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Conceptual skills—language and literacy; money, time, and number concepts; and self-direction.

Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Standardized tests can also determine limitations in adaptive behavior.

Source: American Association on Intellectual and Developmental Disabilities (AAIDD). (n.d.). Definition of Intellectual Disability. Retrieved from https://www.aaidd.org/intellectual-disability/definition

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Intellectual Functioning

Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on.

One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

Adaptive Behavior

Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Conceptual skills-language and literacy; money, time, and number concepts; and self-direction.
Social skills-interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.

Practical skills-activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Standardized tests can also determine limitations in adaptive behavior.

Age of Onset

The condition originates during the developmental period, which is defined as before the age of 22. Intellectual disability is one of several conditions known collectively as developmental disabilities.

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Intellectual functioning-also called intelligence-refers to general mental capacity, such as learning, reasoning, problem solving, and so on. One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a significant limitation in intellectual functioning.

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How can we support students with health related impairments? 

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How can we support students with health related impairments? 

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The University of San Francisco provide a great guide for their professors that can be incorporated in our classrooms as well:

Mobility impairments are often due to conditions such as cerebral palsy, multiple sclerosis, muscular dystrophy, or spinal cord injury. Students may use crutches, braces, or a wheelchair, and in a few instances, may be accompanied to class by a round-the-clock nurse. Health-related impairments are often invisible disabilities, caused by such conditions as arthritis, asthma, cancer, orthopedic limitations, post surgery, Chronic Fatigue Syndrome, or seizure disorder. The student may have limited energy; difficulty walking, standing, or sitting for a long time; or other disabling characteristics, such as an inability to write.

Functional limitations may be episodic for some students who may experience dizziness, disorientation, and difficulty breathing during a recurrence. For example, with asthma or a seizure disorder, a student may have periods when they function without any accommodations, but at other times their functional limitations are quite severe.

Even with the same disability, students with mobility or health-related impairments may have a wide variety of characteristics. For example, persons who have experienced a spinal cord injury are likely to show differing degrees of limitation. They may require different types of class accommodations or may need no accommodations, depending upon functional limitations.

Students who have upper body limitations who are unable to use their hands will likely need exam accommodations. These accommodations may include extended time, a scribe, or voice recognition software. Assist the student in coordinating these accommodations with Student Disability Services

Students who are unable to use their hands may need a note taker (coordinated by Student Disability Services), or they may elect to tape record lectures.

Some students are unable to quickly get from one location to another due to architectural barriers or difficulty in using adaptive transportation. The transportation system is influenced by traffic, weather, and scheduling problems. For these reasons, a student may be late getting to class. Please be patient when this happens.

In a few situations, a student may be unable to use the type of chair provided in a particular classroom. SDS will assist the student in making special seating arrangements.

If your classroom is inaccessible and a student is unable to get into your classroom, your class location must be moved to an accessible location. Call SDS immediately for assistance in getting your class location changed.

Some students may need assistance for laboratory courses. These students may need to be paired with an able-bodied student or a teaching assistant. Consult SDS if you need assistance in making these arrangements. A student using a wheelchair may need a lower lab table to accommodate the wheelchair.

Some students experience recurrence of a chronic condition requiring bed rest and/or hospitalization. These students need extra time to complete incomplete work and the opportunity to make up tests. Other arrangements may be necessary if a student misses a class excessively due to a disability and is unable to make up the essential requirements of the class. In either situation, it is essential not to penalize a student for his/her disability and at the same time maintain the integrity of the requirements of the class.

Make arrangements for field trips or other out of classroom experiences as soon as possible so that all students are able to experience all class teaming opportunities. Consult with SDS about arrangements if you need assistance.

Source: University of San Francisco. (n.d.). Teaching Students with Mobility Impairments. Retrieved from https://myusf.usfca.edu/sds/faculty/teaching/teaching-mobility-impairments

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Teaching Students with Mobility and Health Impairments | myUSF

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Mobility impairments are often due to conditions such as cerebral palsy, multiple sclerosis, muscular dystrophy, or spinal cord injury. Students may use crutches, braces, or a wheelchair, and in a few instances, may be accompanied to class by a round-the-clock nurse. Health-related impairments are o…

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Identifying speech and language disorders:
https://www.asha.org/public/early-identification-of-speech-language-and-hearing-disorders/

More strategies for helping students with speech and language impediments in the classroom: https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html

Helping ESL students with speech or language impediments:
https://www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices/articles/speech-and-language-impairment

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Are you worried about your child's speech, language, or hearing? Know the signs, and get help early.

On this page:

Identify the Signs

Children develop at their own rate. Some children walk and talk early. Others take longer. Most children learn skills within an age range, such as between 12 and 18 months. A child who takes longer to learn a skill may have a problem.

It is important that you know what to expect. Below are some signs of speech, language, and hearing problems. You'll see the expected age range next to each skill.

Learn more about what to expect from your child from birth to five years old. You can also learn more about how to Identify the Signs.

Language Disorders

Language is made up of the words we use to share ideas and get what we want. Language includes speaking, understanding, reading, and writing. A child with a language disorder may have trouble with one or more of these skills.

Signs of language problems include:

Birth-3 months

Not smiling or playing with others

4-7 months

Not babbling

7-12 months

Making only a few sounds. Not using gestures, like waving or pointing.

7 months-2 years

Not understanding what others say

12-18 months

Saying only a few words

1½-2 years

Not putting two words together

2 years

Saying fewer than 50 words

2-3 years

Having trouble playing and talking with other children

2½-3 years

Having problems with early reading and writing. For example, your child may not like to draw or look at books.

You can help your child learn language by

Talking, reading, and playing with your child.

Listening and responding to what your child says.

Talking with your child in the language that you are most comfortable using.

Teaching your child to speak another language, if you speak one.

Talking about what you do and what your child does during the day.

Using a lot of different words with your child.

Using longer sentences, as your child gets older.

Having your child play with other children.

Speech Sound Disorders

Speech is how we say sounds and words. It is normal for young children to say some sounds the wrong way. Some sounds do not develop until a child is 4, 5, or 6 years old. Signs of a speech sound disorder in young children include:

1-2 years

Not saying p, b, m, h, and w the right way in words most of the time

2-3 years

Not saying k, g, f, t, d, and n the right way in words most of the time. Being hard to understand, even to people who know the child well.

You can help your child learn to say sounds by

Saying sounds the right way when you talk. Your child needs good speech models.

Not correcting speech sounds. It is okay if your child says some sounds the wrong way.

Stuttering

Most of us pause or repeat a sound or word when we speak. When this happens a lot, the person may stutter. Young children may stutter for a little while. This is normal and will go away over time. Signs that stuttering might not stop include:

2½-3 years

Having a lot of trouble saying sounds or words

Repeating the first sounds of words, like "b-b-b-ball" for "ball"

Pausing a lot while talking

Stretching sounds out, like "fffffarm" for "farm"

You can help your child by

Giving your child time to talk.

Not interrupting or stopping your child while he speaks.

Noticing if your child gets upset when stuttering. Pay attention to how she speaks. Children who stutter may close their eyes or move their face or body when talking.

Voice Disorders

We use our voice to make sounds. Our voice can change when we use it the wrong way. We can lose our voice when we are sick or after talking or yelling a lot. Signs that your child may have a voice disorder include:

Having a hoarse, scratchy, or breathy voice.

Sounding nasal, or like he talks through his nose.

You can help your child by:

Seeing a doctor if your child's voice sounds different and it does not go away after a short time.

Telling your child not to shout or scream.

Keeping your child away from cigarette smoke.

Hearing Loss

Some children have a hearing loss at birth. Others lose their hearing as they get older. Some signs that your child may have a hearing loss include:

Birth-1 year

Not paying attention to sounds

7 months-1 year

Not responding when you call her name

1-2 years

Not following simple directions

Birth-3 years

Having speech and language delays

You can help your child by:

Making sure your child has a newborn hearing screening.

Taking your child to the doctor if he has an ear infection.

Seeing an audiologist if you worry about your child's hearing.

Act Today

Getting help early is better than waiting. You may be able to get free or low-cost services for your child. Talk to your doctor or contact your local school. They can tell you about early intervention programs and other services.

Finding Help

Speech-language pathologists, or SLPs, help children who have language, speech sound, stuttering, or voice problems. Audiologists help people who have trouble hearing.

Look for an SLP or audiologist who has earned the Certificate of Clinical Competence, or CCC, from ASHA. ASHA-certified SLPs have "CCC-SLP" after their names. ASHA-certified audiologists have "CCC-A" after their names.

To find a speech-language pathologist or audiologist near you, visit ProFind.

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Early Identification of Speech, Language, and Hearing Disorders

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Are you worried about your child's speech, language, or hearing? Know the signs, and get help early. On this page: Children develop at their own rate. Some children walk and talk early. Others take longer. Most children learn skills within an age range, such as between 12 and 18 months.

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Center for Parent Information and Resources

Emotional Disturbance Strategies

Online Course: Emotional Disorders and Their Symptoms

What qualifies as an emotional disability?

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Teaching Strategies of Emotional disturbance

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Teaching Strategies of Emotional disturbance

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There are many practical teaching approach in different aspects, such as Learning and Academics,Socialization,Behavior and Affective Characteristics.

Source
Educational Resources for Special Needs. Do2Learn. (n.d.). https://do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Strategies.html

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

Learning and Academics

Post a general class schedule that indicates what students should be expected to do as they enter your classroom, when homework is collected, etc.

Before your students enter class, write on the board what will happen during that specific class period and how long each activity will take.

Develop and maintain an active schedule with evenly intermixed direction instruction, individual seatwork, and cooperative learning activities.

To prevent student frustration, intersperse more challenging, acquisition-oriented learning activities with review / maintenance-enhancing activities.

Provide time for the student to catch up on missed work or to review concepts that they are struggling with.

If the student enters your classroom just after lunch or physical education, it may be necessary to first engage them in a lively class discussion to appropriately "channel" excess distractibility or hyperactivity.

Use self-monitoring checklists that the student can use to check off activities as completed.

Break assignments into "chunks" to avoid overwhelming the student.

Seat student in close proximity to teacher, towards front of the room.

Provide additional review.

Teach self-monitoring for attention.

Use separate setting and/or extended time for exams and tests if needed.

Explicitly teach test-taking strategies.

Explicitly teach organizational skills (use of planners, notebooks, folders, checklists).

Ask previous teachers about techniques that were effective with the student in the past.

Anticipate classroom situations where the student's emotional state may be vulnerable.

Be aware of how the student communicates.

Keep instructions simple and very structured.

Provide opportunities for group participation.

Keep classroom organized.

Serve as a model for the students.

Provide structure in classroom with regard to physical features of the room, scheduling, routines, and rules of conduct.

Clearly distinguish time, place, and expectations during unstructured activities.

Let students know your expectations.

Provide students with clearly stated learning objectives.

Use visual supports to supplement verbally delivered instructions and information.

Seek input from student about his / her strengths and weaknesses.

Modify classroom activities to meet the learning needs of the student, while maintaining the same learning objectives.

Be sensitive when pairing students together.

Keep activity instructions simple but structured.

Acknowledge contributions of student.

Be aware of student's socialization skills when asking for participation.

Make a plan with student to replace inappropriate responses with appropriate responses.

Work gradually toward group activities.

Target and teach behaviors such as taking turns, working with partners, and following directions.

Demonstrate and reward appropriate reading.

Review and discuss with the student all of the steps involved in activity.

Give clear examples of what the student should expect with an activity or project.

Prepare alternative activities that the student can work on independently.

Collect a portfolio of work samples from the student.

Teach student how to attribute successes to effective strategy use and effort.

Monitor student progress through informal assessment.

Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is being paid to a task. This can be done using a signal such as a random beep, timer, or cue provided by the teacher. The student then records on or off task behavior on a recording sheet. Self-monitoring techniques can be tied to rewards and accuracy checks.

Socialization

Explicitly and frequently teach social rules and skills.

Model appropriate responses to social situations.

Engage student in role-play opportunities to practice appropriate responses.

Explain rules / rationales behind social exchanges.

Target perspective-taking skills.

Teach student to accurately label his / her own emotions.

Teach student to accurately label the emotional status of others (based on facial cues, verbal cues, etc.).

Be aware of and control for teachers, aides, and students with whom the student interacts negatively.

Behavior

Arrange observation and data collection system to monitor student's behavior across all school contexts.

Use data to inform decision-making.

Regularly communicate with family members and teachers to ensure consistent response to student's behavior.

Model tolerance and acceptance.

Provide opportunities for the student to assume responsibilities, such as distributing papers.

Teach other students to ignore inappropriate attention-seeking behaviors.

Have other students (who demonstrate appropriate behavior) serve as peer tutors.

Be aware that some students may work better alone.

Develop rules that are clear (and give concrete examples).

Specify rewards for following rules, as well as consequences when rules are disobeyed.

Be consistent when enforcing rules, emphasize positive over punitive.

Model responses to potential triggers for escalation.

Engage student in role-play opportunities to practice appropriate responses.

Provide models of acceptable behaviors.

Respond to the student, not to their behavior.

Use positive and age-appropriate comments frequently to reinforce good behavior.

Teach students to monitor their own behavior.

Use individualized behavioral contracts with the student.

Monitor seating arrangements in the classroom.

Teach student to identify signs of stress, anxiety, anger, etc.

Be aware of the student's triggers for anger, stress, and anxiety.

Use visual organizers to help student evaluate appropriate alternatives to maladaptive behavior.

Teach student to describe the conflict or problem, identify possible responses, select a response, and evaluate the selected response.

"Think out loud" as you generate alternatives and select a response.

Provide subtle pre-corrective prompts in situations where the student has often displayed interpersonal relationship problems in the past.

Use visual scales to help the student label escalating emotions (e.g. 1-5 scales, Volcano scale).

Teach and practice coping strategies to reduce anxiety, stress, anger, etc.

Develop a coping plan; rehearse plan with student when they are calm.

Keep potentially harmful objects or substances out of reach.

Use time-out sessions to cool off disruptive behavior.

Make sure the punishment fits the "crime."

Immediately praise good behavior and performance.

Pre-establish consequences for misbehavior with student.

Administer consequences immediately.

Withhold reinforcement for inappropriate behavior.

Recognize signs of escalation.

Remain calm, state misconduct, and avoid debating or arguing with student.

Ask student for reward ideas.

Change rewards if they are not effective in changing behavior.

Develop a schedule for using positive reinforcement; work to thin that schedule of reinforcement over time.

Work for overall improvement, which may be slow.

If student has a desire for attention, find ways to recognize positive contributions.

If student shows aggressiveness, being in charge of an activity may reduce aggressiveness.

Set goals with the student that can realistically be achieved.

Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain).

Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.

Affective Characteristics

Regularly communicate with family members, guidance counselors, community-based service providers, counselors, etc.

Be aware of fears (through communication with the student, teachers, and parents).

Be aware of medication schedules and what the medication effects may be.

Be positive and supportive.

Introduce opportunities for free writing, journaling, or drawing to express feelings.

Monitor for signs of drug and alcohol use.

Monitor for signs of self-mutilation (e.g. cutting).

Monitor for signs of gang involvement.

Take any threats of suicide seriously; immediately report threats.

Medication can be prescribed to address symptoms of mood disorders, psychotic disorders, or anxiety disorders.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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

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Image 1 :   Characteristics of students with emotional disturbance

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Image 1 :   Characteristics of students with emotional disturbance

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Source Link :
https://www.jenkeyte.com/emotional-disturbance.html

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Emotional Disturbance

Emotional & Behaviorally Disturbed Students (EBD)

Overview of Emotional Behavioral Disorders

The IDEA's Special Education Categories: Emotional Disturbance

Emotional disturbance in the classroom: don't give up on Bobby

Referral to Special Education - Emotional Disturbance

5 Signs You're Emotionally Distressed

Supporting Children and Adolescents with Emotional and Behavioral Disorders

Teaching Emotionally Disturbed (Behavior) Students

The Identification of Emotional Disturbance

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There are many types of assistive listening devices available. I will focus on a technology named the Hearing Loop System.

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It means impairment in vision that, even with correction, adversely affects a student’s educational performance. The term includes both partial sight and blindness.

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student'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. Autism does not apply if a student's educational performance is adversely affected primarily because the child has an emotional disability. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.

Deaf-Blindness: means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special educational programs solely for students with deafness or students with blindness.

Deafness: means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects the student's educational performance.

Developmental Delay: means a disability affecting a child aged two (by September 30) to six, inclusive (age two up to age seven), who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, adaptive development, or has an established physical or mental condition that has a high probability of resulting in developmental delays.

Emotional Disability: 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 student's educational performance:

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

3. Inappropriate types of behavior or feelings under normal circumstances

4. A general pervasive mood of unhappiness or depression, or

5. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

Hearing Impairment: means impairment in hearing, in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a student's educational performance but is not included under the definition of deafness.

Intellectual Disability: means significantly below-average general intellectual functioning, existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, that adversely affects a student's educational performance (deficits in cognitive ability and adaptive behavior that are not primarily caused by visual or auditory deficits; motor deficits; emotional disability; learning disability; environmental, cultural, or economic disadvantage; and/or limited English proficiency).

Multiple Disabilities: means simultaneous impairments (for example, intellectual disability with blindness or intellectual disability with an orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf- blindness.

Orthopedic Impairment: means a severe orthopedic impairment that adversely affects a student's educational performance. The term includes impairments caused by congenital anomaly (for example, club foot, absence of some member), impairments caused by disease (for example, poliomyelitis, bone tuberculosis), and impairments from other causes (such as, cerebral palsy, amputations, fractures or burns that cause contractures, etc.).

Other Health Impairment: means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that:

1. Is due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, arthritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, and Tourette syndrome, and

2. Adversely affects a student's educational performance.

Specific Learning Disability: means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; or of environmental, cultural, or economic disadvantage.

Speech/Language Impairment: means a communication disorder such as stuttering disorder, impaired articulation, expressive language and/or receptive language impairment, or voice impairments that adversely affects a student's educational performance.

Traumatic Brain Injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability, psychosocial impairment, or both, that adversely affects a student's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, psychosocial behavior, physical functions, information processing, speech, and sensory, perceptual, and/or motor abilities. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

Visual Impairment: means impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness.

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Definitions of the 14 disability categories.

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Hearing Loop Systems is comprised of four parts:

A sound source, such as a public address system, microphone, or home TV or telephone

An amplifier, an electronic device that increases the voltage, current, or power of a signal

A thin loop of wire that encircles a room or branches out beneath carpeting. This creates an electromagnetic field that is picked up by the loop.

A receiver worn in the ears or as a headset. It must be worn to receive the signal.

NIH. (2018, March 16). Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders. NIDCD. https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

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How Hearing Loops Work: What is a Hearing Loop and how does it work?

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There are many accommodations made for students with hearing impairments.

Extended time: If the student has to watch a video and write a response, then having an extended time for the test will help the student to ease the stress.

Glossaries or dictionaries: It is possible the student is unsure of the vocabulary due to the hearing impairment. Given the resources, the student can check whether what has been heard may or may not be correct.

Individual administration: Writing the test at a separate location could let the student be focused.

Frequent breaks: This will help the student to be focused when analyzing videos and other media. However, it will require writing the test in a different location.

Sign language interpreters: If the student knows the sign language and it is possible for someone to translate it live, then this would be very helpful for the student.

Accommodations 101. (n.d.). National Deaf Center. https://nationaldeafcenter.org/resources/access-accommodations/accomodations101/‌

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How to help students with multiple disabilities

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How to help students with multiple disabilities

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Students with multiple disabilities often need support in every aspect of their life, both in the classroom and beyond. Often, there are medical implications of these disabilities as well as educational implications. First and foremost, it is vital to understand the nature of the child's disabilities (to the fullest extent possible), and tailor your interventions accordingly. A student with hydrocephalus and autism, for instance, will need a very different set of treatments than a student with cerebral palsy and deafness.

Early intervention is crucial, and early intervention services are available in most communities. Many schools offer pre-kindergarten child development resources to help students with disabilities. These service centers help children with mobility, adaptive learning methods, and more. The earlier the intervention, the better the outcome.

Usually, a team of professionals is necessary to adequately address the student's needs. This team will include speech pathologists, physical and occupational therapists, music and art therapists, and more. Communicate regularly with this team to assess the student's progress and strategize effective teaching methods.

Communication between the school, home, and any external agencies which work with the child, is crucial.

Inclusion in general education classrooms is very important for social and cognitive development. Many students are able to receive instruction in a general classroom with some assistance, but the majority of students need to be placed in a special education classroom with limited integration into general education classrooms. Integration into the general education classrooms is helpful not just for the disabled student, but for the other students as well. Integration of disabled students into general classrooms provides a valuable lesson in diversity and respect. As a teacher, it is your responsibility to ensure that all students treat the disabled child with respect.

Students with multiple disabilities--especially those with medical issues affecting mobility--often need special equipment in the classroom. This equipment may include standers, wheelchairs, gait trainers, and changing tables.

Students with multiple disabilities benefit greatly from adaptive technologies, such as computerized talkers or tablets. Choice boards, which allow the student to choose from a small number of pictures on a board, are another effective means of communication.

Safety is a concern for these students, especially those students with medical issues or mobility problems. These children are apt to fall and hurt themselves, have grand mal seizures without warning, or need some other form of urgent attention. These issues should be carefully outlined in the student's IEP, and the teacher should be constantly on the lookout for any warning signs, ready to call for assistance if necessary.

When giving academic instruction, assess your student's abilities realistically, and adjust your expectations accordingly. These students can become very frustrated very easily, which only causes more problems. Challenge your student to learn, and keep them motivated, but don't push them so hard as to cause them agony.

Becton Loveless. 2023. 'Multiple Disabilities'. Education Corner. Online: https://www.educationcorner.com/multiple-disabilities.htm

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Assistive Technologies and Other Accommodations

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Assistive Technologies and Other Accommodations

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These are the following assistive technologies used:

- screen readers: useful tools for converting text to speech, allowing students to listen to the content

- magnification software: enlarges text and images on the screen

-modified keyboards: keyborads that have features like larger keys, high contrast, or braille labels

- refreshable braille displays: convert digital text into braille

-optical character recognition (OCR) software: software that converts printed text into digital text that can be read by a screen reader

-closed captioning and audio descriptions when watching videos

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Making assistive technologies available in universities is paramount to allow students with disabilities equal access to learning. 6.8% of US children younger than 18 years have a diagnosis of an eye or vision-related condition. When the time comes for them to enter university, students with vision loss will inevitably require accommodations to receive an equitable education. With this in mind, more educational institutions are committing themselves to implementing assistive technologies that help students who are blind or have low vision.

Access to assistive technologies opens the door to opportunities for students living with low vision to participate alongside their peers. Assistive technology runs the gamut of tools like audio description, modified keyboards and virtual assistants. All of these tools are making a difference by creating a more equitable learning environment for students who need accommodations.

Understanding assistive technology

Many institutions are paying greater attention to the Americans with Disabilities Act (ADA). Universities are working on how to remove barriers that are detrimental to the learning process for those the act is designed to protect. Part of this involves implementing assistive technology to help students who are blind or have low vision.

Assistive technology is anything that helps increase, maintain or improve the independence and learning capabilities of individuals with disabilities. The technology may be a piece of equipment, software program or product system. Assistive technology for individuals with blindness or low vision works specifically to allow them to interact better with the world around them. Effective solutions can help them with anything from grocery shopping to using search engines while studying or watching a movie.

For students who have low vision, access to assistive technology means that they are able to have equal access to class lectures, resources and opportunities to participate. In some cases, a class's educational content is primarily visual. Still, assistive technology aims to minimize learning obstacles or else provide an alternative way to understand these materials.

The overall goal of assistive technology for students who are blind or have low vision is to provide them with a rewarding education so they can succeed after college.

Why universities need assistive technology

While more students with disabilities are enrolling in college programs, the graduation rate of this population is significantly lower. Only 41%of students with disabilities graduate college compared to 52%of the general population. Advocates may refer to this 11% difference as the disability gap. Sadly, the gap often occurs as a result of educational institutions failing to provide adequate resources for learners with disabilities. To avoid these learning setbacks and potential lawsuits, it is vital that institutions implement assistive technologies to set their students up for success.

Assistive technologies also benefit universities as they strive to present themselves as inclusive and accessible by providing equitable learning opportunities. Offering assistive technologies helps institutions meet the guidelines prescribed by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Also, the process creates a welcoming environment for a diverse student body.

The top three assistive technologies for students with low vision

Advancements in technology have created a variety of assistive tools for these students. Assistive technology in the classroom allows these learners to thrive in higher education and take advantage of the same opportunities for success as their peers.

Here are three of the most popular assistive technologies students are using today:

1. Audio description

One of the best assistive technologies for students who are blind or have low vision is audio description. While individuals who are Deaf or hard of hearing have a right to closed captioning, viewers who are low vision have the right to audio description.

Audio description (AD) provides additional audio narration for videos. AD can support multiple forms of video, whether it be educational, TV or film. Many streaming platforms like Netflix even have a feature that allows users to select to add audio description on a show or movie.

Audio description describes what is happening in a video out loud. AD describes the key visual elements so that individuals who can't see can understand them. These elements could be physical descriptions of characters or a play-by-play of on-screen action. Narrators work to incorporate these descriptions seamlessly into the video's natural pauses to provide clear, concise and objective explanations.

For universities, audio description may also offer access to online videos and lectures. To ensure audio descriptions are high quality, accurate and easily accessible, it's wise to work with a professional audio description provider like Verbit. Verbit uses expert audio describers and partners with universities to ensure that students with low vision receive the highest quality AD possible for equitable learning.

2. Computer and device modifications

Customization options and modifications can significantly help students who are blind or low vision access what they need to learn. Many students with low vision are able to access library catalogs and other databases for relevant articles and books. As long as computers have the ability to enlarge text on the screen or read the on-screen text with speech output software, these students will have access. Additionally, modified keyboards have features like Braille, large letters and brightly colored keys to aid students. Screen readers can also help describe content in a book or on a page, and video magnifiers can attach to a monitor display, allowing students to zoom in on specific document areas.

With modifications, smartphones increase usability. There are a variety of apps that can assist with everything from typing Braille notes to finding a destination on campus with Google Maps via speech-to-text.

Adding modifications to everyday devices can make all the difference to a student's learning experience. Consult with your university students who are blind or have low vision in order to understand what modifications they prefer. They will be grateful for the accommodations and for the care shown to ensure accessibility.

3. Automatic speech recognition technology

Automatic Speech Recognition (ASR) technology powers a lot of the tools you're likely familiar with, including Siri, Alexa and much more. ASR uses Artificial Intelligence to transform speech, or an audio signal, into text. It uses knowledge of linguistics, computer science and electrical engineering to produce the text. ASR technologies like speech-to-text can help students who are blind with hands-free note-taking and general learning assistance.

ASR is also the basis for voice assistants that users can summon with a simple voice command. These assistants can perform tasks on the phone or computer, like making a call, searching online or reading information out loud.

With access to ASR technology, students who are blind or have low vision can have control over their learning by autonomously taking notes and using these AI-based tools to search for what they need with their voices. Students can greatly benefit and receive more equity as they learn with access to ASR-based tools. ASR also supports accessibility tools like captions that Verbit generates to support those who are Deaf or hard of hearing.

Creating an accessible learning environment

Although federal laws like the ADA protect students with disabilities in higher education, postsecondary institutions still face challenges supporting them. It has been reported that most college students are unaware of their campus disability resource office and its services. Students with disabilities also face classroom barriers if faculty are unaware of disability accommodations or how to provide students with what they need.

Making it known that your university is an accessible environment both in the classroom and throughout the campus is key. Part of providing accessible solutions includes educating faculty on how to accommodate students. Being proactive about providing accessibility solutions like assistive technologies saves students from having to request assistance themselves. This approach is especially helpful if they do not feel comfortable doing so.

Assistive technology like audio description, modified computers and ASR continues to open a world of possibilities for students who are blind or have low vision. Contact us to learn how Verbit's dedicated team for education can help by offering your institution the tools it needs to create an accessible campus.

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Assistive Technologies For Students with Low Vision - Verbit

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Assistive technology includes audio description, modified keyboards and virtual assistants that create equitable learning environments.

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- a blanket-term for any condition or damage sustained to the musculoskeletal system, including bones, joints, muscles, tendons, and ligaments.

-Orthopedic impairment causes disability, in that it is severe enough that it affects regular daily functioning of an individual as a result of the injury sustained to the musculoskeletal system.

-Most often, orthopedic impairment is seen from a pediatric standpoint, as orthopedic impairment can have a significant effect on childhood development and education, necessitating a need for special education services.

-Specifically, orthopedic impairment becomes a disability in terms of the IDEA (Individuals with Disabilities Education Act) only when the impairment affects a child’s access to education. This is because not all children with orthopedic impairments and disabilities require specialized education.

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Orthopedic impairment is defined as a physical disability which affects the musculoskeletal system, and that which impacts a child or adult's education as well as their daily functioning. In this piece we will detail the definition of orthopedic impairment, the characteristics of orthopedic impairment, and the causes of orthopedic impairment.

Orthopedic Impairment Definition

Orthopedic impairment is a blanket-term for any condition or damage sustained to the musculoskeletal system, including bones, joints, muscles, tendons, and ligaments. Orthopedic impairment causes disability, in that it is severe enough that it affects regular daily functioning of an individual as a result of the injury sustained to the musculoskeletal system. Most often, orthopedic impairment is seen from a pediatric standpoint, as orthopedic impairment can have a significant effect on childhood development and education, necessitating a need for special education services. Specifically, orthopedic impairment becomes a disability in terms of the IDEA (Individuals with Disabilities Education Act) only when the impairment affects a child's access to education. This is because not all children with orthopedic impairments and disabilities require specialized education.

Orthopedic impairment in adults raises challenges in the spheres of learning, daily functioning, employment, and social life.

Orthopedic impairment has several different causes, all of which can affect an individual's quality of life to varying degrees.

Characteristics of Orthopedic Impairment

There are two main categories of orthopedic impairment, namely congenital and acquired orthopedic impairment.

Congenital orthopedic impairment is defined as an orthopedic impairment that a child is born with and begins before birth. Acquired orthopedic impairment develops after birth and can be caused by injury or disease, as well as trauma during birth.

An orthopedic impairment can be either congenital or acquired and encompasses an array of characteristics. These characteristics can be grouped into three categories, namely neuromotor impairments, degenerative diseases, and musculoskeletal disorders.

The characteristics of orthopedic impairment largely depend on the specific disease, its severity, and factors that are specific to each case, such as access to therapy, equipment, and mobility aids. It is also important to consider whether the orthopedic impairment is affecting an adult or a child, as each has different needs connected to different areas of their lives that are affected by the orthopedic impairment.

Neuromotor Impairments

This type of impairment can be described as damage to or abnormality of the brain, nervous system, or spinal cord which is responsible for sending neural impulses to muscles of the body, facilitating voluntary movement. In many cases, these types of impairments are congenital, but they can also be acquired at birth.

Neuromotor impairments are often complex and affect several systems of the body, in addition to causing motor weaknesses. Examples of motor problems in this category include reduced movement of the limbs, spinal misalignment, and a loss of urinary management. The most common neuromotor impairments are spina bifida and cerebral palsy (including all its types and classifications).

In most cases of orthopedic impairment, many children and adults don't have sensory, language, learning, or cognitive deficits. However, with neuromotor impairments, the likelihood of concurrent impairments is much higher, mostly due to the brain and central nervous system's high involvement in this category of impairments.

Musculoskeletal Disorders

This category of orthopedic impairment encompasses several conditions which can all cause wide-ranging degrees of limitations and restrictions of movement. Musculoskeletal disorders can affect the joints, bones, muscles, and tendons. These afflictions can be congenital or acquired later in life, and examples include diseases such as osteoarthritis, rheumatoid arthritis, osteoporosis, and limb deficiency.

Degenerative Diseases

Degenerative diseases are those that worsen over time and tend to damage the structure of the affected tissues progressively. These diseases have a profound effect on motor function and movement and are usually described in terms of the structure of the musculoskeletal system they are affecting.

Examples of degenerative diseases include muscular dystrophy and amyotrophic lateral sclerosis (ALS). With muscular dystrophy, for example, muscle mass is lost over time, and leads to muscle weakness and challenges with mobility and movement.

Orthopedic Impairment Causes

When considering the causes of orthopedic impairment, it is important to bear in mind that orthopedic impairments can either be congenital (where an individual is born with them), can be acquired at birth, or later in life by other means.

Impairments Caused by Congenital Anomaly

Congenital causes of orthopedic impairment are often the result of genetic abnormalities. Congenital orthopedic impairments can also be caused by exposure to chemicals, medicines, and other toxic substances during pregnancy, as well as infections or uncontrolled medical conditions during pregnancy. A lack of essential nutrients during pregnancy can also result in birth defects, most commonly, a lack of folic acid can result in neural tube defects that can cause spina bifida.

Congenital anomalies can also result in impairments such as cerebral palsy, which can result from certain infections acquired during pregnancy that can lead to damage in the developing brain of the fetus. Missing limbs can also be a result of congenital anomalies.

Impairments Caused by Disease

Some orthopedic impairments can be caused by diseases that are acquired after birth. Diseases such as polio can cause significant impairment and motor deficits, as it usually results in various degrees of muscle paralysis.

Bone tuberculosis occurs when TB, which primarily involves the lungs, spreads to the bones and joints, affecting the spine and long bones, and causing significant and lasting orthopedic impairment ranging from neurological complications to paralysis, limb-shortening, and bone deformities.

Impairments with Environmental Causes

Environmental causes range from injury, to amputation, and birth trauma. Birth trauma can occur during labor or delivery, and can result in oxygen deprivation to the brain, resulting in significant brain damage and orthopedic impairment.

Sustaining an injury to any part of the musculoskeletal system can result in orthopedic impairment, and impairment is often caused by severe injuries such as paralysis or limb amputation.

For More Info on Orthopedic Impairments, Contact OPA Ortho

If you require more information on orthopedic impairments, as well as for solutions to living with orthopedic impairments, contact us. We are able to provide information on navigating around orthopedic impairments, and can assist with therapy, mobility aids, and anything else that will assist in getting access to the services you may require.
Helpful Reading: Wrist Pain When Bending - Causes and Treatment

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Orthopedic Impairment: Definition, Characteristics, Causes & Types | OPA

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Orthopedic Impairment interferes with the normal functioning of bones, muscles, and joints. Learn more about Characteristics, Causes & Types of Orthopedic Impairment.

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- Environment:

Flexibility in the positioning of keyboards, computer screens, and table height is essential

Keyboards should be positioned at a comfortable height, and monitors should be positioned for easy viewing

Adjustable tables, trays, and accessories can help achieve optimal positioning

Simple solutions like using wood blocks or cardboard boxes can also be considered for furniture access

- Keyboard Access

Pointers can be used to press keys on a standard keyboard

Repositioning the keyboard to the floor allows typing with feet

Microsoft Word's Accessibility Options can make a standard keyboard easier to use

Keyguards help individuals with poor dexterity press desired keys

Alternative keyboards like mini-keyboards or keyboards with extra-large keys can be considered

Virtual keyboards appear on the computer screen and can be activated using a mouse or alternative pointing system

Switches can be used with various body parts to control the keyboard or mouse

Word prediction programs suggest likely word choices based on previously typed words

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Paula Lombardi

Orthopedic Impairments

... ...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).

Center for Parent Information and Resources, (2017), Categories of Disability under IDEA. Newark, NJ, Author, Retrieved 3.28.19 from https://www.parentcenterhub.org/categories/ public domain

Cerebral palsy and spina bifida are two common orthopedic impairments that will be presented, according to the Center for Parent Information and Resources fact sheets.

The following text is an excerpt from: Center for Parent Information and Resources, (2017), Cerebral Palsy, Newark, NJ, Author, Retrieved 4.1.19 from https://www.parentcenterhub.org/cp/ public domain

Cerebral Palsy

Jennifer's Story

Jen was born 11 weeks early and weighed only 2½ pounds. The doctors were surprised to see what a strong, wiggly girl she was. But when Jen was just a few days old, she stopped breathing and was put on a ventilator. After 24 hours she was able to breathe on her own again. The doctors did a lot of tests to find out what had happened, but they couldn't find anything wrong. The rest of Jen's time in the hospital was quiet, and after two months she was able to go home. Everyone thought she would be just fine.

At home, Jen's mom noticed that Jen was really sloppy when she drank from her bottle. As the months went by, Jen's mom noticed other things she didn't remember seeing with Jen's older brother. At six months, Jen didn't hold her head up straight. She cried a lot and would go stiff with rage. When Jen went back for her six-month checkup, the doctor was concerned by what he saw and what Jen's mom told him. He suggested that Jen's mom take the little girl to a doctor who could look closely at Jen's development.

Jen's mom took her to a developmental specialist who finally put a name to all the little things that hadn't seemed right with Jen- cerebral palsy.

What is CP?

Cerebral palsy-also known as CP-is a condition caused by injury to the parts of the brain that control our ability to use our muscles and bodies. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles. Often the injury happens before birth, sometimes during delivery, or, like Jen, soon after being born.

CP can be mild, moderate, or severe. Mild CP may mean a child is clumsy. Moderate CP may mean the child walks with a limp. He or she may need a special leg brace or a cane. More severe CP can affect all parts of a child's physical abilities. A child with moderate or severe CP may have to use a wheelchair and other special equipment.

Sometimes children with CP can also have learning problems, problems with hearing or seeing (called sensory problems), or intellectual disabilities. Usually, the greater the injury to the brain, the more severe the CP. However, CP doesn't get worse over time, and most children with CP have a normal life span.

What About Treatment?

With early and ongoing treatment the effects of CP can be reduced. Many children learn how to get their bodies to work for them in other ways. For example, one infant whose CP keeps him from crawling may be able to get around by rolling from place to place. Typically, children with CP may need different kinds of therapy, including:

Physical therapy (PT), which helps the child develop stronger muscles such as those in the legs and trunk. Through PT, the child works on skills such as walking, sitting, and keeping his or her balance.

Occupational therapy (OT), which helps the child develop fine motor skills such as dressing, feeding, writing, and other daily living tasks.

Speech-language pathology (S/L), which helps the child develop his or her communication skills. The child may work in particular on speaking, which may be difficult due to problems with muscle tone of the tongue and throat.

All of these are available as related services in both early intervention programs (for very young children) and special education (for school-aged children).

Children with CP may also find a variety of special equipment helpful. For example, braces (also called ankle-foot orthoses, or "AFOs") may be used to hold the foot in place when the child stands or walks. Custom splints can provide support to help a child use his or her hands. A variety of therapy equipment and adapted toys are available to help children play and have fun while they are working their bodies. Activities such as swimming or horseback riding can help strengthen weaker muscles and relax the tighter ones.

New medical treatments are being developed all the time. Sometimes surgery, Botox injections, or other medications can help lessen the effects of CP, but there is no cure for the condition. It's also important to understand that cerebral palsy is not contagious, not inherited, and not progressive. The symptoms will differ from person to person and change as children and their nervous systems mature. ( Healthcommunities.com, 2007)

What About School?

A child with CP can face many challenges in school and is likely to need individualized help. Fortunately, states are responsible for meeting the educational needs of children with disabilities.

As we've said, for children up to the 3rd birthday, services are provided through an early intervention system. Staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs as well as the services the child will receive to address those needs. The IFSP will also emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with CP. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income.

For school-aged children, including preschoolers, special education and related services will be provided through the school system. School staff will work with the child's parents to develop an Individualized Education Program, or IEP. The IEP is similar to an IFSP in that it describes the child's unique needs and the services that have been designed to meet those needs. Special education and related services, which can include PT, OT, and speech-language pathology, are provided at no cost to parents. In addition to therapy services and special equipment, children with CP may need what is known as assistive technology. Examples of assistive technology include:

Communication devices, which can range from the simple to the sophisticated. Communication boards, for example, have pictures, symbols, letters, or words attached. The child communicates by pointing to or gazing at the pictures or symbols. Augmentative communication devices are more sophisticated and include voice synthesizers that enable the child to "talk" with others.

Computer technology, which can range from electronic toys with special switches to sophisticated computer programs operated by simple switch pads or keyboard adaptations.

The ability of the brain to find new ways of working after an injury is remarkable. Even so, it can be difficult for parents to imagine what their child's future will be like. Good therapy and handling can help, but the most important "treatment" the child can receive is love and encouragement, with lots of typical childhood experiences, family, and friends. With the right mix of support, equipment, extra time, and accommodations, all children with CP can be successful learners and full participants in life.

Tips for Teachers

Learn more about CP. The resources and organizations listed organizations listed at the end of this publication have a lot of information about CP to offer.

This may seem obvious, but sometimes the "look" of CP can give the mistaken impression that a child who has CP cannot learn as much as others. Focus on the individual child and learn firsthand what needs and capabilities he or she has.

Tap into the strategies that teachers of students with learning disabilities use for their students. Become knowledgeable about different learning styles. Then you can use the approach best suited for a particular child, based upon that child's learning abilities as well as physical abilities.

Be inventive. Ask yourself (and others), "How can I adapt this lesson for this child to maximize active, hands-on learning?"

Learn to love assistive technology. Find experts within and outside your school to help you. Assistive technology can mean the difference between independence for your student or not.

Always remember, parents are experts, too. Talk candidly with your student's parents. They can tell you a great deal about their daughter or son's special needs and abilities.

Effective teamwork for the child with CP needs to bring together professionals with diverse backgrounds and expertise. The team must combine the knowledge of its members to plan, implement, and coordinate the child's services.

(Center for Parent Information and Resources, CP, 2017)

The following text is an excerpt from: Center for Parent Information and Resources, (2015), Spina Bifida, Newark, NJ, Author, retrieved 4.1.19, from https://www.parentcenterhub.org/spinabifida/#ref1 public domain

Spina Bifida

Juan José's Story
This story comes to you from the Real Stories collection of the Spina Bifida Association.
I remember when the doctors told me my child had hydrocephalus and myelomeningocele and that he would not be able to do anything that another child would do. I was devastated to say the least!

Through the years, my son has proved them wrong time and time again by overcoming obstacles that having Spina Bifida can give. He spoke his first sentence at nine months old, he crawled on time, he used a wheelchair for the first time at 12 months old. My son is now an honor student in "regular" education classes and very active in wheelchair sports. He has many friends and excels in everything that he does.

About Spina Bifida

Spina bifida is one of the most common birth defects in the United States, affecting some 1,500 babies each year. 2 Spina bifida happens during the first month or so of pregnancy and means that the baby's spine did not close completely. Damage to the nerves and the spinal cord may result.

Characteristics and Health Considerations

The effects of spina bifida vary from person to person, depending on the type involved. Children born with spina bifida occulta typically have few symptoms or adverse effects from the condition. As we mentioned, many may never even know that they have it. Those with meningocele, also a mild form, may be only minimally affected as well.

The effects of myelomeningocele, the most serious form of spina bifida, may include:

muscle weakness or paralysis below the area of the spine where the incomplete closure (or cleft) occurs,

loss of sensation below the cleft, and

loss of bowel and bladder control.

Educational Implications

Quite often, children with myelomeningocele will need to have a series of operations throughout their childhood and school years. School programs should be flexible to accommodate these special needs.

Many children with myelomeningocele need training to learn to manage their bowel and bladder functions. Some require catheterization, or the insertion of a tube to permit passage of urine.

The courts have held that clean, intermittent catheterization is necessary to help the child benefit from and have access to special education and related services. A successful bladder management program can be incorporated into the regular school day. Many children learn to catheterize themselves at a very early age.

In some cases, children with spina bifida who also have a history of hydrocephalus experience learning problems. They may have difficulty with paying attention, expressing or understanding language, and grasping reading and math. Early intervention with children who experience learning problems can help considerably to prepare them for school.

Successful integration of a child with spina bifida into school sometimes requires changes in school equipment or the curriculum. In adapting the school setting for the child with spina bifida, architectural factors should be considered. Section 504 of the Rehabilitation Act of 1973 requires that programs receiving federal funds make their facilities accessible. This can occur through structural changes (for example, adding elevators or ramps) or through schedule or location changes (for example, offering a course on the ground floor).

Children with myelomeningocele need to learn mobility skills, and often require the aid of crutches, braces, or wheelchairs. It is important that all members of the school team and the parents understand the child's physical capabilities and limitations.

As Juan José's story at the beginning of this fact sheet illustrates, families and teachers can play a key role in promoting the personal growth and independence of children with spina bifida. The foundations of that independence are laid a step at a time.
(Center for Parent Information and Resources, 2015)

Go to links found within the course:

Disability Summary Overview for OI for specific instructions on developing your summary.

Disability Summary Readings by Category for additional reading needed to develop your OI summary.

Optional Extended Learning Resources
Students with Health Conditions, L. A. (2017). School Success for Children Experiencing Chronic Illness: National Recommendations for Addressing Global Barriers. Research, Advocacy, and Practice: For Complex and Chronic Conditions: A Journal for Physical, Health, and Multiple Disabilities, 36(2), 8-15. https://doi.org/10.14434/pders.v36i2.24106

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Understanding and Supporting Learners with Disabilities

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Paula Lombardi ... ...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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Strategies to promote literacy development in students with multiple disabilities:

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Strategies to promote literacy development in students with multiple disabilities:

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'Promote development of cognitive skills through active participation with hands-on materials (e.g. exploring big/little, wet/dry, heavy/light).

Focus on establishing a recognized means of communication that is consistently reinforced and built upon by the family and all members of the team.  For example, if a child is using objects to communicate choices (i.e. selecting one from a choice of two items at snack time, such as an apple and a cracker), then these objects should be incorporated into literacy activities.

Vocabulary should be familiar to the child and should be presented in a way that is clear and consistent.  To the extent possible, using the same terms across settings (including home and school) will support learning. Are they shoes or sneakers?  Belly or tummy?  These may seem like small differences, but to someone who is just developing formal language skills, consistency may be helpful.

Provide exposure to a wide variety of literacy materials, using real objects and adaptations to make them as accessible as possible to an individual student.  Be sure that books and other literacy materials are available at home and in the classroom.  This may include storyboxes, experience books (written by the student as well as by others in the class), and books with braille, tactile symbols, and real objects.

Avoid miniature representations, as these are often not meaningful to children with visual impairments and additional disabilities. For example, a section of a seat belt may be a better representation of a car than a small, matchbox car.  Similarly, with a weather chart, cotton balls for clouds or snow and glue drops for rain are not as meaningful as a wool hat or an umbrella.

Create routines that sequence events with a clear beginning, middle, and ending.  These can be routines of daily living, such as brushing teeth, or they can be activities, such as making a snack.  Learning to follow a sequence of events helps to establish an understanding of what will come next.  Tactile books about basic routines are a good way to make early literacy experiences meaningful.  See also Developing Routines.

We all benefit from exposure to a variety of teaching and learning techniques when developing a set of skills.  For students with multiple disabilities, it is important to provide a range of experiences and strategies, while also trying to be consistent in the structure, materials, and vocabulary.'

Source: Charlotte Cushman. 'Instructional Strategies for Students with Multiple Disabilities'. Online: https://www.pathstoliteracy.org/instructional-strategies-students-multiple-disabilities/

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No two students with multiple disabilities have the exact same profile, as the combination of disabilities, age of onset, level of educational intervention, and environmental factors will all have some affect. The strategies that we offer are therefore general, and should be modified according to individual needs and circumstances.

Strategies to promote literacy development in students with multiple disabilities:

Promote development of cognitive skills through active participation with hands-on materials (e.g. exploring big/little, wet/dry, heavy/light).

Focus on establishing a recognized means of communication that is consistently reinforced and built upon by the family and all members of the team. For example, if a child is using objects to communicate choices (i.e. selecting one from a choice of two items at snack time, such as an apple and a cracker), then these objects should be incorporated into literacy activities.

Vocabulary should be familiar to the child and should be presented in a way that is clear and consistent. To the extent possible, using the same terms across settings (including home and school) will support learning. Are they shoes or sneakers? Belly or tummy? These may seem like small differences, but to someone who is just developing formal language skills, consistency may be helpful.

Provide exposure to a wide variety of literacy materials, using real objects and adaptations to make them as accessible as possible to an individual student. Be sure that books and other literacy materials are available at home and in the classroom. This may include storyboxes, experience books (written by the student as well as by others in the class), and books with braille, tactile symbols, and real objects.

Avoid miniature representations, as these are often not meaningful to children with visual impairments and additional disabilities. For example, a section of a seat belt may be a better representation of a car than a small, matchbox car. Similarly, with a weather chart, cotton balls for clouds or snow and glue drops for rain are not as meaningful as a wool hat or an umbrella.

Create routines that sequence events with a clear beginning, middle, and ending. These can be routines of daily living, such as brushing teeth, or they can be activities, such as making a snack. Learning to follow a sequence of events helps to establish an understanding of what will come next. Tactile books about basic routines are a good way to make early literacy experiences meaningful. See also Developing Routines.

We all benefit from exposure to a variety of teaching and learning techniques when developing a set of skills. For students with multiple disabilities, it is important to provide a range of experiences and strategies, while also trying to be consistent in the structure, materials, and vocabulary.

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Instructional Strategies for Students with Multiple Disabilities - Paths to Literacy

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Paths to Literacy Instructional Strategies for Students with Multiple Disabilities. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Arguably the most famous case of deaf-blindness was the case of Helen Keller, born in 1880, who lost her sight and hearing at just 19 months old caused by her affliction with scarlet fever.

Helen Keller learned by feeling objects and learning to associate them with words spelled out on the palms of her hands. She then learned to lip-read by placing her fingers on the speaker's lips and throat. Amazing.

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Helen Keller, in full Helen Adams Keller, (born June 27, 1880, Tuscumbia, Alabama, U.S.-died June 1, 1968, Westport, Connecticut), American author and educator who was blind and deaf. Her education and training represent an extraordinary accomplishment in the education of persons with these disabilities.

Keller was afflicted at the age of 19 months with an illness (possibly scarlet fever) that left her blind and deaf. She was examined by Alexander Graham Bell at the age of 6. As a result, he sent to her a 20-year-old teacher, Anne Sullivan (Macy) from the Perkins Institution for the Blind in Boston, which Bell's son-in-law directed. Sullivan, a remarkable teacher, remained with Keller from March 1887 until her own death in October 1936.

Within months Keller had learned to feel objects and associate them with words spelled out by finger signals on her palm, to read sentences by feeling raised words on cardboard, and to make her own sentences by arranging words in a frame. During 1888-90 she spent winters at the Perkins Institution learning Braille. Then she began a slow process of learning to speak under Sarah Fuller of the Horace Mann School for the Deaf, also in Boston. She also learned to lip-read by placing her fingers on the lips and throat of the speaker while the words were simultaneously spelled out for her. At age 14 she enrolled in the Wright-Humason School for the Deaf in New York City, and at 16 she entered the Cambridge School for Young Ladies in Massachusetts. She won admission to Radcliffe College in 1900 and graduated cum laude in 1904.

Having developed skills never approached by any similarly disabled person, Keller began to write of blindness, a subject then taboo in women's magazines because of the relationship of many cases to venereal disease. Edward W. Bok accepted her articles for the Ladies' Home Journal, and other major magazines- The Century, McClure's, and The Atlantic Monthly-followed suit.

She wrote of her life in several books, including The Story of My Life (1903), Optimism (1903), The World I Live In (1908), Light in My Darkness and My Religion (1927), Helen Keller's Journal (1938), and The Open Door (1957). In 1913 she began lecturing (with the aid of an interpreter), primarily on behalf of the American Foundation for the Blind, for which she later established a $2 million endowment fund, and her lecture tours took her several times around the world. She cofounded the American Civil Liberties Union with American civil rights activist Roger Nash Baldwin and others in 1920. Her efforts to improve treatment of the deaf and the blind were influential in removing the disabled from asylums. She also prompted the organization of commissions for the blind in 30 states by 1937.

Keller's childhood training with Sullivan was depicted in William Gibson's play The Miracle Worker (1959), which won the Pulitzer Prize in 1960 and was subsequently made into a motion picture (1962), starring Anne Bancroft as Sullivan and Patty Duke as Keller, that won two Academy Awards.

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Helen Keller | Biography, Education, & Facts

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Helen Keller, a remarkable author and educator who overcame deafness and blindness, inspired the world with her resilience, advocacy for disability rights, and groundbreaking achievements.

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How are multiple disabilities defined?
https://youtu.be/1TwRjeDfxss

How Assistive Technology Supports Students With Disabilities?
https://youtu.be/CThsnREAcf4

Assistive Technology Devices In Action For People With Disabilities
https://youtu.be/iyQlTEACATk

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How are Multiple Disabilities Defined - The IDEA's Special Education Categories

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This is a wonderful source from the Australian government that provides a large number of ideas for educators teaching students with ID (intellectual disability) in their classroom.

One key note that I want to share:
In considering alternative forms of assessment, equal opportunity is not a guaranteed outcome, it is the objective. You are not expected to lower standards to accommodate students with disability but rather are required to give them a reasonable opportunity to demonstrate what they have learned.

Source: Australian Disability Clearinghouse on Education and Training (ADCET). (n.d.). Intellectual Disability. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability

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The term 'intellectual disability' refers to a group of conditions caused by various genetic disorders and infections. Intellectual disability is usually identified during childhood, and has an ongoing impact on an individual's development. Intellectual disability can be defined as a significantly reduced ability to understand new or complex information, learn new skills and to cope independently including social functioning. As with all disability groups, there are many types of intellectual disability with varying degrees of severity. These include considerable differences in the nature and extent of the intellectual impairments and functional limitations, the causes of the disability, the personal background and social environment of the individual. Some people have genetic disorders that impact severely on their intellectual, social and other functional abilities. Others with mild intellectual impairment may develop adequate living skills and are able to lead relatively independent adult lives. Approximately 75 per cent of people with intellectual disability are only mildly affected, with 25 per cent moderately, severely or profoundly affected.

Impact of intellectual disability

The characteristics and impact of a person's intellectual disability will vary depending on the cause. There are a number of common characteristics that may have a significant impact on an individual's learning, including:

difficulty understanding new information

difficulties with communication and social skills

slow cognitive processing time

difficulty in the sequential processing of information

difficulties comprehending abstract concepts.

Austed discussions during 2014 highlighted the challenges that students with an intellectual disability can experience at university level. Students may cope well with the 'hands-on' components of post-secondary study, but find it difficult to understand complex information.

One strategy known to be successful is to integrate people with an intellectual disability by providing opportunities for auditing classes. Auditing is an approach whereby a person attends lectures in an award course for general interest (i.e. not for the purpose of completing the requirements of the award). Auditing does not include assessment, online learning material, or attendance at laboratory or tutorial classes. It can include access to the library and general campus facilities.

Teaching strategies

It is important to know that despite difficulties in a learning environment students with intellectual disability can and do have the capacity to acquire and use new information. There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with intellectual disability:

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

Provide reading lists well before the start of a course so that reading can begin early.

Consider tailoring reading lists and provide guidance to key texts. Allow work to be completed on an in-depth study of a few texts rather than a broad study of many.

Whenever you are introducing procedures or processes or giving directions, for example in a laboratory or computing exercise, ensure that stages or sequences are made clear and are explained in verbal as well as written form.

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.

Present information in a range of formats - handouts, worksheets, overheads, videos - to meet a diversity of learning styles.

Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc.

Keep diagrams uncluttered and use colour wherever appropriate to distinguish and highlight.

Ensure that lists of technical/professional jargon which students will need to learn are available early in the course.

Recording lectures will assist those students who have handwriting or coordination problems and those who write slowly as well as those who have a tendency to mishear or misquote.

Students will be more likely to follow correctly the sequence of material in a lecture if they are able to listen to the material more than once.

Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way.

One-to-one tutoring in subjects may be important; this can include peer tutoring.

Students may benefit from having oral rather than written feedback on their written assignments.

It may be helpful for students with intellectual disability to have an individual orientation to laboratory equipment or computers to minimise anxiety.

Assessment strategies

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

Allow extensions to assignment deadlines

Use technology to record students work, e.g. digital photography, tape and video.

Students may take longer to organise thoughts and sequence material. They will benefit from discussing their outlines, with particular attention being paid to appropriate relationships and connections between points.

Encourage the student to submit an early draft of assignments to allow the opportunity for feedback to the student as a formative process.

Students with an intellectual disability will need extra time in an examination for reading and analysing questions and for planning their answers. Some students will request that examination questions be read to them. Some students may prefer to dictate their answers to a scribe. They will need a venue which is quiet and distraction-free.

Keep short your written examination instructions and sentences within examination questions. Questions using bullet points, lists or distinct parts are more likely to be correctly interpreted.

Because students with intellectual disability find it difficult to read multiple choice questions in a way that allows them to appreciate subtle changes in the arrangement of words, short answer questions will be a better test of their knowledge.

Students may benefit from an exam timetable that features a number of days between exams to assist in exam preparation.

Many students with intellectual disability are chronic misspellers and use dictionaries only with great difficulty.

Resources

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The term 'intellectual disability' refers to a group of conditions caused by various genetic disorders and infections. Intellectual disability is usually identified during childhood, and has an ongoing impact on an individual's development. Intellectual disability can be defined as a significantly reduced ability to understand new or complex information, learn new skills and to cope independently including social functioning.

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Students with health issues may have a wide range of needs, and as such many different tech tools may apply to students, depending on their situation. Here are some suggestions.

Source: TeachThought. (n.d.). Assistive Technology: Resources for Special Needs. Retrieved from https://www.teachthought.com/technology/assistive-technology/

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Literacy for Students with Significant Cognitive Disabilities, LiveBinder from Center for Literacy and Disability Studies and Claire Greer

Strategies for Assessing and Teaching Students with Visual and Multiple Disabilities, recorded with webinar with Millie Smith, Perkins eLearning

Teaching Students with Multiple Disabilities, Teaching Students with Visual Impairments

Tips for Home and School, Nevada Dual Sensory Impairment Project

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Children with deafblindness are up to x23 less likely to be in school than children without disabilities, and less likely to be in school than children with other disabilities

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TBI: Teaching Strategies & Assistive Technologies 

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TBI: Teaching Strategies & Assistive Technologies 

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Example Strategies

Provide repetition and consistency

Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts

Avoid figurative language

Reinforce lengthening periods of attention to appropriate tasks

Probe skill acquisition frequently and provide repeated practice

Teach compensatory strategies for increasing memory

Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed

Keep the environment as distraction-free as possible

Assistive Technologies
Devices for Memory and Organization:

calendar boards

schedule organizers

voice organizers

medication reminders

Smartphones

specialized watches

PDA devices (www.biausa.org/Pages/AT/general.php)

Devices to Access Information:

speech recognition software

screen reading software

tinted overlays for reading (this may help with visual processing)

academic software packages for students with disabilities

Devices for Positioning and Mobility:

canes

crutches

wheelchairs

specialized beds

specialized chairs, desks, and tables

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The traumatic brain injury definition, prevalence, characteristics, impact on learning, and more.

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Denslow, E. 2022. Traumatic Brain Injury in the Classroom: How to Support Academic Success. FlintRehab. Accessed: 08/01/2023. https://www.flintrehab.com/traumatic-brain-injury-in-the-classroom/
Lash, M. 2000. Teaching Strategies for Students with Brain Injuries. TBI Challenge! (Vol. 4, No. 2, 2000) Accessed: 08/01/2023. https://ttaconline.org/Document/zxbIhX_YCJN3wxegcs5m-TvlvVK8k_ge/teachingstrategiesforstudentswithbraininjuries.pdf
Traumatic Brain Injury. ProjectIDEAL. Accessed: 08/01/2023. https://www.projectidealonline.org/v/traumatic-brain-injury/

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Adults with deafblindness are less likely to have ever been to school than adults with other disabilities and adults with no disabilities in most countries

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deafblind manual alphabet – a tactile form of communication where words are spelt onto the deafblind person's hand using set positions and movements

block alphabet – a simple tactile form of communication where a word is spelt out in capital letters that are drawn onto the deafblind person's palm

hands-on signing – an adapted version of British Sign Language (BSL) where the deafblind person feels what's being signed by placing their hands on top of the signer's hand

visual frame signing – an adapted version of BSL where the signs are adapted to be signed in a smaller space to match the position and size of a deafblind person's remaining sight

braille – a system that uses a series of raised dots to represent letters or groups of letters

moon – similar to Braille, but uses raised, adapted capital letters that are simpler to feel

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ID has a wide range of needs, so many different tech tools may apply to students, depending on their situation. Here are some suggestions.

Source: TeachThought. (n.d.). Assistive Technology: Resources for Special Needs. Retrieved from https://www.teachthought.com/technology/assistive-technology/

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Assistive technologies and accommodations for blindness assistance

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Assistive technologies and accommodations for blindness assistance

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- visual aids such as  specially designed keyboards and telephones and reading guides (that help students focus on one line at a time)
- audiobooks
- an Intervener that accompanies the child
- screen magnifiers, video magnifiers, hand-held magnifiers
- accessibility features built into a computer
- tablets with a refreshable braille display
- text to speech programs

Sources:
https://docs.google.com/presentation/d/1QgYlrUdlj8aqCY5Ec4WLzkOW9pBzuEsDfV-NKLkEoxQ/edit#slide=id.g6c9b4779c_10
https://www.nhsinform.scot/illnesses-and-conditions/eyes/deafblindness#managing-deafblindness

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Assistive technologies and accommodations for hearing assistance

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Assistive technologies and accommodations for hearing assistance

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- FM (frequency modulation) systems: acts like miniature radio stations operating on special frequencies. The system consists of a transmitter microphone used by a teacher or other speaker to transmit sound directly to the student’s ears, hearing aid, or cochlear implant.

- Soundfield systems: amplifies the teacher's voice evenly across the classroom, drowning out background noise. The teacher wears a wireless microphone with speakers placed around the classroom.

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1. Assistive Listening Devices
“Assistive learning devices help amplify the sounds you want to hear, especially where there’s a lot of background noise,” explains the NIDCD.
- Hearing loop systems
- Frequency modulated (FM) systems

2. Augmentative and Alternative Communication Devices
Augmentative devices help hearing impaired students understand others and communicate better themselves.

3. Alerting Devices
Alerting devices adapt sound to other forms of communication. For example, when a fire alarm goes off on campus, it may also blink intensely with a bright red light to get the attention of students who are hearing impaired or deaf.

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Classroom Interpreting for Deaf and Hard of Hearing Students

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- can be trained to understand course material
- provide accurate course transcription and closed captions for course videos easier, faster and more cost effective
- institutions can feel comfortable providing real-time captions of lectures or webinars to students

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https://verbit.ai/assistive-technology-for-deaf-and-hard-of-hearing-students/
https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories
https://home.edweb.net/webinar/personalizedlearning20200916/
https://www.youtube.com/watch?v=6Cs_ItSgiOU

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Individuals navigating a multitude of disabilities that often aren't evident by the naked eye, frequently do not disclose them. As a result, these individuals often aren't taking advantage of tools that can greatly assist them in their studies, workplace or daily lives.This reality is elucidated by statistics, which include:

Students managing disabilities in the classroom, are often embarrassed to share them or do not have a thorough knowledge of the resources that are available to them. With this knowledge in mind, campuses should not wait for students to self advocate for disability accommodations. Campuses can start by providing key technologies to students who are deaf and hard of hearing and consider ways to implement them when initially designing classroom and student experiences. When these students' needs are served, their academic performance and ability to reach graduation improve significantly.

What Technology Assists Students with Disabilities?

Technology can greatly support students in reaching their full academic potential. By giving them a few tools, universities can level the playing field for all students. There are also options, which often work well in combination. low, mid and high tech assistive technology
Using technology can be as simple as printing texts in larger fonts, if students struggle to read smaller text. Additional methods include offering electronic Braille to help blind students read both texts and graphs, providing transcription of lectures to help with note taking, implementing spin and puff systems to help students with mobility issues control on-screen movement with their mouths and much more.

Technology for Hearing Impaired Students in the Classroom

According to the NIDCD , there are three types of technologies that can aid students living with hearing loss in the classroom: assistive listening devices, augmentative and alternative communication devices and alerting devices.

Assistive Listening Devices

"Assistive learning devices help amplify the sounds you want to hear, especially where there's a lot of background noise," explains the NIDCD. Hearing loop systems, also known as induction loop systems, are another example. According to the American Speech-Language-Hearing Association (ASHA) , universities can connect a professor's microphone directly to a student's hearing aid with a wire that goes across the room. The electric current that moves through the wire when the professor speaks make it easy for the hearing impaired student to hear, even when the class is large or noisy. Similarly, frequency modulated (FM) systems can use radio signals to transmit sound from a professor's microphone "to an individual at a constant volume, regardless of a person's distance from the FM microphone," explains the Laurent Clerc National Deaf Education Center . Depending on the student's level of hearing loss, FM systems are used as augmentative communication devices as well.

Augmentative and Alternative Communication Devices

Augmentative devices help hearing impaired students understand others and communicate better themselves. According to NIDCD, "keyboards, touch screens" and a "display panel... [that] faces outward so that two people can exchange information while facing each other" can be used to improve communication. Campuses can implement these technologies in both classes for effective communication and in offices that provide services to students. Presenting clear texts and visuals in presentations can help professors communicate their messages more clearly to students too.

Alerting Devices

Alerting devices adapt sound to other forms of communication. For example, when a fire alarm goes off on campus, it may also blink intensely with a bright red light to get the attention of students who are hearing impaired or deaf. Speech-to-text devices for hearing impaired students have also been a game changer. Also known as speech synthesis, these devices translate human speech to text. As technology has progressed, these devices have become more efficient, now reaching 99% accuracy.

How Modern Technology Helps Students with Hearing Loss

Technologies designed for hearing in the classroom are abundant and diverse. For example, When these devices, or other The system also gets smarter the more it is used, which makes providing accurate course transcription and As a result, institutions can feel comfortable providing real-time captions of lectures or automatic speech recognition, or ASR, software often helps with the differentiation of different voices in classrooms. The transcribed text can help students determine who said what. This usage comes into play during class participation or when students speak out of turn. transcription software products, are powered by artificial intelligence and machine learning, they can also be trained to understand course material. To make the tech smarter, software providers often input related articles, books, current event information and terminology into the system. closed captions for course videos easier, faster and more cost effective. webinars to students. Real-time captioning is helpful for all students, in addition to those who are deaf or hard of hearing, by providing them with another method of retention - a visual aid.

Technology Helps All Students, Not Just Those with Disabilities

When you provide technology that assists students who are deaf or have hearing loss in classrooms, you also serve a wide range of student groups that do not have disabilities too. Students studying in their second or third language might find it easier to follow what's being said if captions are provided. Captions also help when reviewing course videos on a train for example, as students commute, but are unable to play the audio out loud. By planning ahead to serve diverse needs, campus leaders can provide personalized learning paths with technologies that assist in improving all students' performance, whether or not these individuals actively seek out the university's help. Academic transcription software can also be used to support students without disabilities, but who struggle with note taking or those who miss a class and need access to its lecture material.

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Assistive Technology for Deaf and Hard of Hearing Students | Verbit

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Learn why campuses should start providing assistive technology for students who are deaf and hard of hearing and ways to implement them.