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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.

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The definition of emotional disturbance as determined by IDEA is:
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:

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

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

- Inappropriate types of behavior or feelings under normal circumstances.

- A general pervasive mood of unhappiness or depression.
- A tendency to develop physical symptoms or fears associated with personal or school problems

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Individuals with Disabilities Education Act

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Sec. 300.8 (c) (4) - Individuals with Disabilities Education Act

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(4) (i) 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 f…

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An intellectual disability is a neurodevelopmental condition that develops in childhood. It affects your capacity to learn and retain new information, and it also affects everyday behavior such as social skills and hygiene routines. People with this condition experience significant limitations with intellectual functioning and developing adaptive skills like social and life skills.1

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An intellectual disability is a neurodevelopmental condition that develops in childhood. It affects your capacity to learn and retain new information, and it also affects everyday behavior such as social skills and hygiene routines. People with this condition experience significant limitations with intellectual functioning and developing adaptive skills like social and life skills.

An IQ test determines whether a person has an intellectual disability. IQ scores lower than 70 indicate an intellectual disability. The severity of the condition can range from mild to profound.

Mild intellectual disability: A majority of people with intellectual disability experience a mild to moderate form. They can learn practical life skills and function daily with minimal support. However, they might struggle to understand how things work and develop social skills.

Severe intellectual disability: With severe intellectual disability, your child might experience significant developmental delays. They need more support than children with mild intellectual disabilities and have limited communication skills.

Profound intellectual disability: Children with profound intellectual disability often find it especially difficult to communicate and have difficulty performing physical activities. They are also more likely to develop associated medical conditions. They typically require round-the-clock care and support.

Children with a mild intellectual disability can live a fully functioning life with proper support. However, children with a severe intellectual disability require more extensive and constant support. This condition used to be referred to as mental retardation, which took on a negative connotation in society and was replaced with intellectual disability. This term is less offensive and communicates the severity of the condition.

Intellectual disability is one of the most common developmental disabilities in children. It's estimated that around 6.5 million Americans have an intellectual disability.

Types of Intellectual Disabilities

There is a range of conditions typically classified as intellectual disability. Some of the most common include:

Fragile X syndrome: This is a genetic condition caused by a mutation in the X chromosome. It is the most common type of inherited intellectual disability. Its symptoms include speech problems, sensory issues, and behavioral changes.

Down syndrome: Down syndrome is one of the most common forms of intellectual disability. The condition causes a person to develop an extra chromosome which changes how the brain and body develop. People with Down syndrome have distinct physical features that are a marker of the condition. They might have a flattened face and nose, small ears, hands and feet, a short neck, and almond-shaped eyes. They typically have lower than average IQs and experience developmental delays.

Prader-Willi syndrome (PWS): This is a rare genetic condition that affects a child's mental and physical development. A key feature of this disorder is hyperphagia, otherwise known as chronic eating. This causes many children with the condition to develop obesity. Other symptoms include weak muscle tone, behavioral problems, and intellectual delays.

Fetal alcohol spectrum disorders (FASDs): Fetal alcohol spectrum disorders refer to a range of conditions caused by alcohol abuse while pregnant. However, consuming even small amounts of alcohol when pregnant could cause the condition. Common symptoms of FASDs include visual or hearing problems, abnormal facial features, lower IQ, and cognitive difficulties.

Autism: Autism is a neurodevelopmental condition that causes social, behavioral, and communication challenges. It's unclear what causes the condition to develop, and however, a combination of genetic and environmental factors is suspected. Some common symptoms include being unable to make eye contact, lack of interest in social interactions, non-verbal communication, and sensory sensitivities.

Symptoms of an Intellectual Disability

Symptoms of intellectual disability will typically start to surface in early childhood. In some cases, these signs might be physical. You might notice your child has an unusually large or small head, abnormalities with their hands or feet, or other physical differences. However, this isn't always the case.

Children who appear physically healthy and normal could also have an intellectual disability. Children who have severe intellectual disability might begin to exhibit symptoms at an earlier age than those with a milder form. If you are worried your child might have an intellectual disability, here are some of the early signs to look out for:

Difficulty speaking

Beginning to move around later than other children

Trouble following simple instruction

Struggling to develop social skills

Delayed motor skills

Seizures

Temper tantrums

Aggressive behavior

Struggling to remember things

Difficulty problem solving

Difficulty developing social skills

Difficulty expressing emotions

Being unable to carry out personal care like getting dressed or taking a bath

Identifying an Intellectual Disability

To diagnose an intellectual disability, the following criteria must be met:

Limited intellectual functioning: This is typically measured with an IQ test. A test score lower than 70 is usually indicative of limited intellectual functioning.

Limited adaptive skills: Here, a person with an intellectual disability will struggle with social and practical skills needed for daily functioning. These include conceptual skills like reading or writing, social skills like communication or problem solving, and practical skills like eating, walking, or getting dressed.

The onset of symptoms before the age of 18: This condition typically develops in childhood. While it ranges in severity, some early signs delayed motor skills, struggle with problem-solving, difficulty remembering things, and delayed speech.

Some research shows that about 20-35% of people who have an intellectual disability are also likely to develop other mental health conditions like anxiety or depression. In determining your child's diagnosis, several tests might be ordered by your healthcare provider and the team of specialists taking care of your child. These tests include:

Neurological tests such as an electroencephalogram (EEG) or magnetic resonance imagining (MRI) to determine if there are any abnormalities in the brain

Genetic tests to help identify if there is an inherited disorder like Fragile X syndrome that could cause intellectual disability

General medical tests depending on the symptoms your child is exhibiting

Special education tests

Developmental screening tests to determine your child's level of intellectual and social functioning

Prenatal screening to determine if there are any developmental challenges while a parent is still pregnant

A hearing evaluation in case a hearing problem is responsible for the impaired intellectual functioning and not an intellectual disability.

Causes of Intellectual Disabilities

Anything that interferes with the proper growth and development of a child could cause an intellectual disability. It can be challenging to identify the specific cause of your child's intellectual disability in some cases. Several culprits could be responsible for the development of an intellectual disability. Some of the most common include:

Pregnancy complications

Childhood illnesses that affect brain development

Environmental factors like pollution

Severe emotional or physical abuse

Malnutrition

Being born prematurely

Chromosomal abnormalities like Down syndrome

Treatment for an Intellectual Disability

There is no one-fix treatment for intellectual disability. The condition is a lifelong one that will need continuous management. The key to proper treatment is early intervention. Getting an accurate diagnosis and treatment plan once you notice the condition's early symptoms is crucial.

Treatment comes in the form of support and care to improve the daily functioning of a person living with the condition. There is presently no cure for intellectual disability. The main aim of treatment is to improve the daily functioning of a person with this condition.

Coping With an Intellectual Disability

It's essential to remember that children with intellectual disabilities have the same needs as any other child. Keeping them amongst their peers and exposing them to regular childhood activities is vital for their development. Parents of children with intellectual disabilities often feel the need to keep them secluded to protect them from ridicule or bullying. However, this doesn't help with the development of their social skills.

If you are the parent of a child living with an intellectual disability, here are some things you could do to make sure your child is living a healthy and fully functioning life:

Join a support group: A support group of parents and people living with this condition can provide a wealth of reliable information and emotional support.

Learn more about the condition: It's essential to take time to do your research and learn as much about the condition your child is dealing with as you can.

Don't rush the process: Intellectual disability is a lifelong condition. The process for your child's treatment can take a long while before you see any progress. In severe cases, don't expect your child to make rapid progress.

Stay social: It's vital to maintain your child's social life if they've been diagnosed with the condition. Isolating them can exacerbate their symptoms.

Take part in their treatment: During your child's treatment, they'll work with a host of child care specialists to improve their functioning. It's crucial to be a part of this process.

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Intellectual Disability: Definition, Symptoms, Traits, Causes, Treatment

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An intellectual disability is a neurodevelopmental condition that develops in childhood. Learn more about intellectual disability, including common traits and treatments.

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What is Visual Impairment (Including Blindness)?

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What is Visual Impairment (Including Blindness)?

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The Individuals with Disabilities Education Act (IDEA) defines “visual impairment including blindness” as an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

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The philosophy of the Intermediate Unit 1 vision support program is that all students who are visually impaired are valuable and important individuals, much more like other children than different from them. The ultimate goal of the vision support program is to prepare students with varying degrees of visual impairment to function as productive members of society.

The Individuals with Disabilities Education Act (IDEA) defines "visual impairment including blindness" as an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

Vision support services may be direct or indirect in the areas of:

Concept skills

Academic skills

Auditory skills

Sensory and motor skills

Orientation and mobility skills

Career and vocational skills

Organizational and productivity skills

Braille skills

Recreation and leisure skills

Assistive technology skills

Social skills

Independent daily living skills

Utilization of low vision skills

Assistive Technology

In today's society, technology plays an important part in the lives of all individuals. For students with visual impairments, the need for assistive technology is of paramount importance in assuring a student's access to a wide-range of functional, educational, and social opportunities.

The legal definition of an assistive technology device according to IDEA is any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. For students with visual impairments, it also creates a more even "playing field" which permits those students to compete more effectively within the educational setting and with their sighted peers in today's job market.

In the area of visual impairment assistive technology is divided into two broad categories depending upon the individual's functional vision capabilities or lack of vision: low vision devices and blindness devices.

Assistive technology may run the continuum from "no tech" environmental adaptations and modifications to "low tech" magnification including magnifiers and large print materials; audio books and tape recorders; use of a cane or the use of a Braille Writer or slate and stylus to "high tech" devices such as modified computer systems, portable note takers, Closed Circuit Television (CCTV), refreshable Braille displays, and reading systems for both low vision and blind students.

The provision of assistive technology is highly individualized and should only be provided after the student has had an assistive technology evaluation. It should be remembered that there is no "best way or best device," only the one that works best for each student based upon their specific needs in a variety of settings. The goal for each student should be to maximize their independence in all areas of life and to prepare them to be contributing members of society.

Orientation and Mobility Instruction

The Individual with Disabilities Education Act includes orientation and mobility services under the category of "related services", which are defined as "supportive services as are required to assist a child with a disability to benefit from special education".

Specifically, according to IDEA, orientation and mobility services are services provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community. Orientation and mobility services include teaching students the following, as appropriate: spatial and environmental concepts and use of information received by the senses to establish, maintain or regain orientation and line of travel; to use the long cane to supplement visual travel skills or as a tool for safely negotiating the environment for students with no available travel vision; to understand and use remaining vision and distance low vision aids; and other concepts, techniques, and tools.

As part of the expanded core curriculum, orientation and mobility is a vital area of learning. Both components are necessary for safe and efficient travel within the environment. Orientation involves knowledge of one's distance and direction relative to things observed or remembered in the surroundings and keeping track of these "self-to-object" spatial relationships as they change during locomotion. Mobility means moving safely, gracefully, and comfortably. Areas of instruction include concept development, gross motor skills, visual efficiency skills, pre-cane and cane skills, orientation techniques and aids, accessing transportation systems, personal safety, and self-advocacy. These skills should be instructed at age-appropriate levels throughout the school years in a variety of indoor and outdoor environments.

Every visually impaired student has the right to an assessment by an orientation and mobility instructor who can determine the student's instructional needs in the areas of orientation and mobility. Based on the needs identified in the assessment, every visually impaired student has the right to instruction by an orientation and mobility instructor which will lead to the most independent, safe and efficient movement skills, appropriate for each student.

Downloads

Guidelines for Case Selection, Continuance, and Dismissal of Services for Students with Visual Impairments (PDF Document)

Online Resources

For More Information

For more information about the Vision Impairment Support program at IU1, please contact:

Walinda Nicholson
Supervisor of Special Education
724-366-0056
walinda.nicholson@iu1.org

Leigh Dennick
Director of Special Education
724-938-3241 ext. 273
leigh.dennick@iu1.org

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The philosophy of the Intermediate Unit 1 vision support program is that all students who are visually impaired are valuable and important individuals, much more like other children than different from them. The ultimate goal of the vision support program is to prepare students with varying degrees of visual impairment to function as productive members of society.

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"Specific learning disorders are neurodevelopmental disorders that are typically diagnosed in early school-aged children, although may not be recognized until adulthood. They are characterized by persistent impairment in at least one of three major areas: reading, written expression, and/or math."

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

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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.

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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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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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Instructional Strategies for Students with Low Vision

Instructional strategies for students with low vision who are print readers, including large print, magnification, environmental factors (such as glare, contrast, lighting, positioning) and font

Important tips for blind students:
1. Always use names
2. It’s OK to use words that reference sight

3. Dont gesture - always verbalize
4. Avoid asking if a student can see something

5. Correct seating is crucial

6. Contrast, contrast, contrast
7. Follow the leader
8. Be a confident sighted guide

9. Safety First
10. Examine your own beliefs

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Several conditions can cause visual impairments, and these disabilities can take a number of forms. The National Dissemination Center for Children with Disabilities (known as NICHCY) names a range of examples, including common conditions such as near-sightedness and far-sightedness, as well as more complex conditions like congenital cataracts and strabismus.

While the causes vary, there are several common signs which may indicate that a child has a visual impairment. These include:

Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused)

Unusual habits (such as covering one eye or frequently rubbing eyes)

Sitting abnormally close to a television or holding a book close to the face

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Definition

As the term indicates, a visual impairment involves an issue with sight which interferes with a student's academic pursuits. The Individuals with Disabilities Education Act (IDEA) officially defines the category as "an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness."

Primary Characteristics

Several conditions can cause visual impairments, and these disabilities can take a number of forms. The National Dissemination Center for Children with Disabilities (known as NICHCY) names a range of examples, including common conditions such as near-sightedness and far-sightedness, as well as more complex conditions like congenital cataracts and strabismus. While the causes vary, there are several common signs which may indicate that a child has a visual impairment. These include:

Irregular eye movements (for instance, eyes that don't move together or that appear unfocused)

Unusual habits (such as covering one eye or frequently rubbing eyes)

Sitting abnormally close to a television or holding a book close to the face

Educational ChallengesIntelligence does not require sight; therefore, overcoming educational challenges is vital to enabling a student with a visual impairment to reach his or her full academic potential. Such challenges may entail:

Safely maneuvering around the classroom

Conceptualizing objects

Reading

Operating standard educational tools such as calculators and word processing software

Accommodations & Modifications

Changes made in the way materials are presented

Copies of overhead projector/smart board activities to be viewed at his/her desk as needed.

The teacher or presenter should verbalize all information as it is written on the board or overhead.

Information presented on the board should be in a high contrast color.

Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.

The computer screen should be eye level and tilted to avoid glare.

Use recorded text as needed.

Classroom recording of lectures/instruction by student.

Large Print textbooks/materials.

Braille textbooks/materials.

Clear, dark copies of worksheets.

Use of a reading guide to assist in keeping place while reading and completing worksheets.

Present materials against a plain background

Use a good contrast background and present on a contrasting tray or mat.

Changes in the way students demonstrate learning

Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).

Avoid activities requiring extensive visual scanning.

Avoid visually cluttered materials.

Allow students to use (bold marker, 20/20 pen, mechanical pencil, or other unique writing tool) to complete assignments.

Use of bold line paper.

Use of raised line paper.

Extended time on test.

Abbreviated homework assignment (includes all concepts, just fewer items).

Shorter written assignment.

Oral testing.

Changes in Setting:

preferential seating in the classroom for all films, assemblies and demonstration lessons.

seated facing away from windows.

permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment

Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.

Open and close doors fully (a half open door can be a dangerous obstacle).

Eliminate unnecessary background noise. Consider isolation headphones.

Eliminate clutter from the room, particularly in aisles and movement paths.

Place materials in consistent places so that students know where particular items are always located.

Preferential locker position and locks with keys vs. combination locks.

Use of task lighting as needed.

Modifications:

Reducing assignments so a student only completes the easiest problems;

Altering assignments to make them easier;

Requiring a student to learn less materials than are required by the State's academic content standards;

Providing help to a student via hints or clues to the correct answers on assignments and tests.

Resources

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As the term indicates, a visual impairment involves an issue with sight which interferes with a student's academic pursuits. The Individuals with Disabilities Education Act (IDEA) officially...

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

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Definition

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

Common Traits

Hearing loss varies in severity; however, as IDEA's definition specifies, deafness entails the most severe cases. Impairments can affect the ability to hear intensity (loudness, measured in decibels), pitch (frequency, measured in hertz) or both. Typically hearing loss above 90 decibels is considered deafness, according to National Dissemination Center for Children with Disabilities (NICHCY).

Educational Challenges

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

Learning by lectures

Participating in classroom discussions

Giving oral presentations

Taking oral exams

Note taking

Watching educational films

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

Tips for Teachers and Parents

Armed with the right accommodations, students can overcome every educational challenge listed above. For instance, NICHCY notes that a child who is deaf could receive assistance from a note taker so that he or she can focus on lip reading during lectures, and that arranging priority seating at the front of the classroom can enable a child to lip read more effectively. A sign language interpreter can also assist by translating spoken lectures. Teachers, using PowerPoint presentations to accompany your lectures can help as well.

A sign language interpreter can also be of assistance during classroom discussions. The same goes with lip reading, although that may prove more difficult depending on the proximity of the classmate speaking. Text-to-speech assistive technology offers a deaf student the ability to share comments with the class if he or she does not use a sign language interpreter.

The same text-to-speech assistive technology can enable a student to give oral presentations and take oral exams. See 7 Apps to Use as Assistive Technology for text-to-speech iPad apps to consider. When watching educational films, enabling captions and ensuring that the child who needs to read them is seated where he or she can see them can solve potential problems. Finally, extra classroom time focused on English or the help of an English tutor can counteract the challenges this subject presents for deaf students.

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Definition of "Deafness" Under IDEA | Resources for Parents & Teachers

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How is "deafness" defined by the Individuals with Disabilities Education Act? Read about the common traits and how to support students who are deaf.

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What is a developmental delay?

According to Yale Medicine, a developmental delay is the slowing, stopping, or reversing of a child’s projected developmental phases

Delays are considered when a child’s overall development is slower than normal. Reaching milestones “early or late” isn’t a factor of developmental delays but the progression of development is what’s considered.

www.yalemedicine.org/conditions/developmental-delay#:~:text=%E2%80%A2%20When%20a%20child's%20progression,and%2For%20physical%20therapy%20services

How can teachers help a child with developmental delays?

Referral to early intervention or seeing a specialist is at the top of the list. I absolutely agree with this BUT it’s not always possible. For example- in my current (and previous jobs) we aren’t allowed to suggest that children might have any kind of issues. I work for a for-profit school and the number one goal is to “keep the parents happy”, no matter if their children suffer in the process.

Something I can do is encourage play. Play is an incredibly important part of childhood. Play teaches children life skills, how to work together with their classmates, creativity, problem solving, independence, and helps to develop fine/gross motor skills. (Examples- taking turns for games, building with blocks or legos, using a play kitchen).

Giving directions with visual cues. This is something that’s highly beneficial for English language learners, young children, as well as children with developmental delays. By saying and showing the children what you want them to do, they can hear as well as see what needs to be done.

Keeping to a set routine is highly beneficial for young children as well as children with developmental delays. I like to incorporate a visual schedule along with my normal classroom routine. It helps the children anticipate what’s next and could help them manage their time (for example- I show the children the clock at the beginning of lunch and tell them “when the big hand is ___ then we need to be done”.)  For children with developmental delays (as well as all young learners) if they know what’s to be expected then they will feel less frustrated.

www.aboutplaysc.com/how-to-help-a-child-with-a-developmental-delay/#:~:text=Include%20visual%20cues%20when%20giving%20directions&text=Incorporating%20visual%20supports%2C%20such%20as,to%20engage%20in%20problematic%20behavior.

Assistive technology for developmental delays

Low tech- “Technology” doesn’t need to be electric. (examples- calendar, clock, visual schedule, stickers)

Mid tech- simple electric devices/battery powered (examples- calculator, clock, camera

High tech- Normal high tech items (tablets, computer, phones)

This video was helpful to illustrate a bit about developmental delays and how technology can be used to assist those with them.

https://www.youtube.com/watch?v=0Zosc8dEBf8&ab_channel=RachaelHope

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A traumatic brain injury is an injury to the brain often resulting from a violent blow or jolt to the head. While a concussion can be considered a mild TBI, and many symptoms of the two overlap, a TBI refers to a more serious injury.

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·       Losing consciousness

·       Nausea and vomiting

·       Head pain

·       Seizures

·       Confusion

·       Memory loss

·       Loss of coordination

·       Agitation and irritability

·       Slurred speech or speech that doesn’t make sense

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Sadly, I myself suffered a severe TBI from a car accident when I was 16 years old. I was in a coma for 10 days, then remained in the hospital for another month as I was, quite literally, relearning how to be a person. (Talking, walking, spelling, my own history—for much of the process, I needed only to be reminded, like my personal history, but other parts took longer, like walking and pronouncing some words.)

I missed the third quarter of junior year, and returned to school only part time—as I need 12+ hours of sleep per night—to finish the year. I believe I had a 504 plan. For the first semester of senior year, I was still on a reduced schedule, though less so. By the final semester, I was back to full time, and graduated with my peers. Still, I can apply for extra time on assessments, as my processing speed was forever damaged. As my memory was badly hurt (and still is) I make use of simple things to assist myself—simply writing everything down is a necessity. Relearning to be appropriate in a classroom setting took a while, as much of my frontal lobe was damage, the part of the brain responsible for morals and responsibility—really, what makes us human. If I were to yell out in class, the teacher may quietly remind me it was inappropriate, and move on. (Luckily, that got better!) Word-find is still a struggle.

As a teacher, I can be quite helpful to a student who may also have to overcome challenges.

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Multiple Disabilities presents a serious challenge to educational accommodation. It means exactly how it reads; having two or more impairments simultaneously. This could be an intellectual disability coupled with blindness or with an orthopedic impairment. Deaf-blindness is not included in this category. Because of the condition of having combined impairments, special education programs cannot accommodate students with multiple disabilities for just one of their impairments. Thus, they require additional support.

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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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Daydream a lot

Forget or lose things a lot

Squirm or fidget

Talk too much

Make careless mistakes or take unnecessary risks

Have a hard time resisting temptation

Have trouble taking turns

Have difficulty getting along with others

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Strategies for coping with emotional disturbance in the classroom

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Strategies for coping with emotional disturbance in the classroom

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Teaching Students with Emotional Disturbance.

This website is a really great resource for strategies, but here are some of the highlights of strategies to use in teaching students with emotional disturbance.

1. Support the student being included in the classroom.
2. Encourage organization and routines in the classroom.
3. Breakdown assignments into more manageable "small" assignments.
4. Use short review sessions to help orient the students to the particular learning task.

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The educational programs for students with a serious emotional disturbance need to include attention to:The student's individualized education program (IEP) will spell out what accommodations the student is to receive in class and during testing. If you're not part of the team that develops the student's IEP, ask for a copy of this important document. Also check with your school district for guidance on local policy and appropriate classroom accommodations for students with emotional disorders. Appropriate Interventions

mastering academics

developing social skills

increasing self-awareness, self-esteem, and self-control

Career education (both academic and vocational programs) is also a major part of secondary education and should be a part of every adolescent's transition plan in his or her Individualized Education Program (IEP).

Support the student's inclusion. - Emotional disturbances, by their very nature, can make it difficult for people to build or maintain satisfactory interpersonal relationships. You can support the student with an emotional disturbance in subtle but meaningful ways, especially during group work, cooperative learning activities, peer interactions, and team projects. There may also be times to let the student work alone, take a break, or have a hall pass for some quiet time apart.
Accommodations typically associated

Although accommodations will vary depending on the nature of the student's emotional disturbance, often the appropriate accommodations will address:
Accommodation/Differentiation strategies
Set clear behavioral rules and expectations for the entire class. - Students with emotional disturbances are frequently the targets (rather than the initiators) of other students' misbehaviors. Having a stated, explicit classroom management plan provides a solid structure by which both teacher and students can address inappropriate behavior, understand consequences, and develop a shared approach to behavior in class and toward one another. This IRIS training module may help you set up such a plan. Links to Teacher forums, information, strategies

Other Resources Recognize the student's accomplishments. - Some students benefit from working toward a tangible goal on an hourly, daily, or weekly basis. With a bonus points system, students earn points that can be saved up and cashed in for rewards at a later time. When designing a point system for students with emotional disturbance and behavioral problems, it is important to design the task and its time frame to fit the points. If the payoff is too far into the future, the student may give up on the task. Students may also be encouraged to record their progress on a chart or record sheet that enables them to see their progress toward the goal.

Encourage organization and routine. - Teach students to keep track of their assignments, grades, and targeted behaviors using reminders such as assignment sheets, daily schedules and to-do lists. Help students manage their time by establishing routines for making transitions between lessons, getting and putting away materials, and requesting assistance. Students can have cue cards on their desk or notebook to serve as visual cues for transition steps. Provide time-management reminders, such as 10-, 5-, or 2-minute warnings before clean-up time, to establish time limitations for completing work.

side effects of medication

behavioral unpredictability

impairments in concentration and memory

Extend the amount of time that a student is given to complete a particular task.

Break down assignments into smaller ones. As students finish each mini-assignment, build in reinforcement for task completion. Wait to distribute the next assignment until students have been successful with the current one.

Reduce the number of practice items that a student must complete, once the student has demonstrated mastery.

Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities from time to time.

Plan short review lessons or readiness activities to help orient the student to a particular learning task.

Book: Teaching Students with Emotional Disturbance: A Practical Guide for Every Teacher by Bob Algozzine & James Ysseldyke
Learn how emotional disturbance impacts learning and gain strategies for responding to anxiety issues, opposition and noncompliance, tantrums, disruptiveness, inattention, task avoidance, and more.

References
Educational strategies for children with emotional and behavioral problems. (n.d.). Retrieved from http://cecp.air.org/aft_nea.pdf
Emotional disturbance. (n.d.). Retrieved from http://www.ldonline.org/article/6033/
Teaching students with emotional disturbances: 8 tips for teachers. (n.d.). Retrieved from http://nichcy.org/teaching-students-with-e-d

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The educational programs for students with a serious emotional disturbance need to include attention to:The student's individualized education program (IEP) will spell out what accommodations the student is to receive in class and during testing. If you're not part of the team that develops the student's IEP, ask for a copy of this important document.

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Hearing Loss in Children & Types of Hearing Loss

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Hearing Loss in Children & Types of Hearing Loss

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Hearing is one of our five senses. Hearing gives us access to sounds in the world around us—people’s voices, their words, a car horn blown in warning or as hello!

When a child has a hearing loss, it is cause for immediate attention. That’s because language and communication skills develop most rapidly in childhood, especially before the age of 3. When hearing loss goes undetected, children are delayed in developing these skills (March of Dimes, 2010).

There are four types of hearing loss, as follows (eHealthMD, 2013):
1. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the pathways for sound to reach the inner ear).
2. Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves that supply it.
3. A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear.
4. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.

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Disability Fact Sheet 3 (FS3)
Links updated, May 2015
In This Publication:
Caroline's Story

Caroline is six years old, with bright brown eyes and, at the moment, no front teeth, like so many other first graders. She also wears a hearing aid in each ear-and has done so since she was three, when she was diagnosed with a moderate hearing loss.

For Caroline's parents, there were many clues along the way. Caroline often didn't respond to her name if her back was turned. She didn't startle at noises that made other people jump. She liked the TV on loud. But it was the preschool she started attending when she was three that first put the clues together and suggested to Caroline's parents that they have her hearing checked. The most significant clue to the preschool was Caroline's unclear speech, especially the lack of consonants like "d" and "t" at the end of words.

So Caroline's parents took her to an audiologist, who collected a full medical history, examined the little girl's ears inside and out, ran a battery of hearing tests and other assessments, and eventually diagnosed that Caroline's inner ear (the cochlea) was damaged. The audiologist said she had sensorineural hearing loss.

Caroline was immediately fitted with hearing aids. She also began receiving special education and related services through the public school system. Now in the first grade, she regularly gets speech therapy and other services, and her speech has improved dramatically. So has her vocabulary and her attentiveness. She sits in the front row in class, an accommodation that helps her hear the teacher clearly. She's back on track, soaking up new information like a sponge, and eager for more.

About Hearing Loss in Children

Hearing is one of our five senses. Hearing gives us access to sounds in the world around us-people's voices, their words, a car horn blown in warning or as hello!

When a child has a hearing loss, it is cause for immediate attention. That's because language and communication skills develop most rapidly in childhood, especially before the age of 3. When hearing loss goes undetected, children are delayed in developing these skills ( March of Dimes, 2010).

Recognizing the importance of early detection, the Centers for Disease Control and Prevention (the CDC) recommends that every newborn be screened for hearing loss as early as possible, usually before they leave the hospital. Catching a hearing loss early means that treatment can start early as well and "help the child develop communication and language skills that will last a lifetime" ( CDC, 2013).

Types of Hearing Loss

Before we describe the types of hearing loss a person may have, it's useful to know that sound is measured by:

its loudness or intensity (measured in units called decibels, dB); and

its frequency or pitch (measured in units called hertz, Hz).

Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies most strongly associated with speech. Impairments in hearing can occur in either or both areas, and may exist in only one ear or in both ears. Generally, only children whose hearing loss is greater than 90 decibels (dB) are considered deaf.

There are four types of hearing loss, as follows ( eHealthMD, 2013):

Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically.

Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves that supply it. These hearing losses can range from mild to profound. They often affect the person's ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible.

A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear.

A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.

How Common is Hearing Loss?

Each year in the United States, more than 12,000 babies are born with a hearing loss; often, the cause is unknown ( Centers for Disease Control and Prevention, 2010). Profound deafness occurs in 4-11 per 10,000 children; in at least 50% of these cases, the cause is genetic ( American Speech-Language-Hearing Association, n.d.). Through the Universal Newborn Hearing Screening program, many states now mandate that all newborns be screened for hearing loss within hours of birth ( National Center for Hearing Assessment & Management, n.d.).

Signs of a Hearing Loss or Deafness

Just as with Caroline, our first grader, there will be signs that a child may not be hearing normally. Parents may notice that their child:

does not respond consistently to sounds or to his or her own name;

asks for things to be repeated or often says "huh?"

is delayed in developing speech or has unclear speech;

turns the volume up loud on the TV and other electronic devices. (CDC, 2012)

Causes of Hearing Loss and Deafness

Hearing loss and deafness can be either:

acquired, meaning that the loss occurred after birth, due to illness or injury; or

congenital, meaning that the hearing loss or deafness was present at birth.

The most common cause of acquired hearing loss is exposure to noise ( Merck Manual's Online Medical Library, 2012). Other causes can include:

build up of fluid behind the eardrum;

ear infections (known as otitis media);

childhood diseases, such as mumps, measles, or chicken pox; and

head trauma.

Congenital causes of hearing loss and deafness include:

a family history of hearing loss or deafness;

infections during pregnancy (such as rubella);

complications during pregnancy (such as the Rh factor, maternal diabetes, or toxicity).

A child's hearing loss or deafness may also be a characteristic of another disability such as Down syndrome, Usher syndrome, Treacher Collins syndrome, Crouzon syndrome, and Alport syndrome ( American Speech-Language-Hearing Association, n.d.).

In all cases, early detection and treatment are very important to the child's development.

Is There Help Available?

Yes, there's a lot of help available, beginning with the free evaluation of the child. The nation's special education law, the Individuals with Disabilities Education Act (IDEA), requires that all children suspected of having a disability be evaluated without cost to their parents to determine if they do have a disability and, because of the disability, need special services under IDEA. Those special services are:

Early intervention | A system of services to support infants and toddlers with disabilities (before their 3rd birthday) and their families.

Special education and related services | Services available through the public school system for school-aged children, including preschoolers (ages 3-21).

To access early intervention: To identify the EI program in your neighborhood, visit the Early Childhood Technical Assistance Center, at: http://ectacenter.org/contact/ptccoord.asp

To access special education and related services: We recommend that you get in touch with your local public school system. Calling the elementary school in your neighborhood is an excellent place to start. The school should be able to tell you the next steps to having your child evaluated free of charge and, if found eligible, he or she can begin receiving services specially designed to address your child's needs.

There are also special services available to low-income children through the Early Periodic Screening, Diagnosis, and Treatment (EPSDT) program, the child health component of Medicaid. To learn more about the EPSDT program, visit: http://www.hrsa.gov/epsdt/

Definition in IDEA

It's helpful to know that, while the terms "hearing impairment" and "hearing loss" are often used to describe a wide range of hearing losses, including deafness, IDEA actually defines the two terms separately, as follows:

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

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

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

Educational Implications

Hearing loss or deafness does not affect a person's intellectual capacity or ability to learn. However, children who are hard of hearing or deaf generally require some form of special education services in order to receive an adequate education. Such services may include:

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

amplification systems;

services of an interpreter for those students who use sign language;

favorable seating in the class to facilitate lip reading;

captioned films/videos;

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

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

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

By age four or five, most children who are deaf are enrolled in school on a full-day basis and do special work on communication and language development. Parents work with school personnel to develop an individualized education program (IEP) that details the child's special needs and the services and supports that will be provided to meet those needs. IDEA requires that the IEP team address the communication needs of a child who is deaf or hard of hearing.

Read more about communication needs as one of IDEA's "special factors"
https://www.parentcenterhub.org/special-factors/#deaf
https://www.parentcenterhub.org/considering-hearingloss/
It is important for teachers and audiologists to work together to teach the child to use his or her residual hearing to the maximum extent possible, even if the preferred means of communication is manual. Since the great majority of deaf children (over 90%) are born to hearing parents, programs should provide instruction for parents on implications of deafness within the family.

People with hearing loss use oral or manual means of communication or a combination of the two. Oral communication includes speech, lip reading, and the use of residual hearing. Manual communication involves signs and fingerspelling. Total Communication, as a method of instruction, is a combination of the oral method plus signing and fingerspelling.

Using the Relay Service

Individuals with hearing loss, including those who are deaf, now have many helpful devices available to them. Text telephones (known as TTs, TTYs, or TDDs) enable persons to type phone messages over the telephone network.

The Telecommunications Relay Service (TRS) makes it possible for TT users to communicate with virtually anyone (and vice versa) via telephone through a communications assistant. Dial 711 to access all telecommunications relay services anywhere in the United States. The relay service is free.

Resources

In alphabetical order, here's a starter list of organizations providing info and guidance on deafness and hearing loss. Explore the sites below and the wealth of material they offer on types of hearing loss, newborn and early childhood screening, the EHDI program for early detection of hearing loss, guidance for parents, suggestions for educators working with children who are deaf or hard of hearing, and much more.

Alexander Graham Bell Association for the Deaf and Hard of Hearing | www.agbell.org

American Hearing Research Foundation | www.american-hearing.org

American Society for Deaf Children |1.800.942.2732 | www.deafchildren.org/

ASHA | American Speech-Language-Hearing Association | 1.800.638.8255 | www.asha.org/public/hearing/

Beginnings | For parents of children who are deaf or hard of hearing | http://www.ncbegin.org/index.php

Better Hearing Institute | 1.800.327.9355 | http://www.betterhearing.org

CDC | Centers for Disease Control and Prevention | 1.800.CDC.INFO
www.cdc.gov/ncbddd/dd/ddhi.htm

Deaf Children and Parents | http://www.deafchildrenandsigning.com/index.html

Deaf Culture Online | http://www.deaf-culture-online.com/index.html

Hands and Voices | http://www.handsandvoices.org/

Hearing Loss Association of America | http://www.hearingloss.org/

How's Your Hearing? | http://www.howsyourhearing.com/

Info to Go | Laurent Clerc National Deaf Education Center | 202.651.5051
http://clerccenter.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_To_Go.html

Listen Up! | http://www.listen-up.org

Medline Plus | http://www.nlm.nih.gov/medlineplus/hearingdisordersanddeafness.html

National Association of the Deaf | http://www.nad.org

National Center for Hearing Assessment & Management | 435.797.3584 |
http://www.infanthearing.org/

NIDCD | National Institute | on Deafness and Other Communication Disorders | 1.800.241.1044
http://www.nidcd.nih.gov/health/hearing/

PEPNET | Regional postsecondary education centers to increase access to postsecondary education for persons who are deaf.
http://www.pepnet.org
Helpful Readings on Specific Subjects
Your Baby's Hearing and Communicative Development Checklist |
http://www.nidcd.nih.gov/health/hearing/pages/silence.aspx

To Parents of Deaf Children |
http://www.deaf-culture-online.com/parents-of-deaf-children.html

Early Intervention
http://www.infanthearing.org/earlyintervention/index.html

Assistive Technology for Hearing
http://www.asha.org/public/hearing/treatment/assist_tech.htm

Communications Considerations A-Z |
http://www.handsandvoices.org/comcon/index.html

Communication Plan for a Child Who is Deaf or Hard of Hearing
http://www.handsandvoices.org/pdf/communication_plan.pdf

Cochlear Implants | www.nidcd.nih.gov/health/hearing/coch.asp

How to set up closed captioning on Netflix, HBO, Hulu. Amazon Instant Video, and more
http://exstreamist.com/streaming-television-solutions-for-the-deaf-and-hard-of-hearing/

Resources for People Who Can't Afford Hearing Aids and Cochlear Implants
http://www.hearingexchange.com/articles/paulas-110601.htm

Strategies for Teachers
https://www.parentcenterhub.org/speced/#deaf

Tips for Teachers | http://deafness.about.com/od/schooling/a/inclassroom.htm

References

American Speech-Language-Hearing Association. (n.d.). Causes of hearing loss. Available online at: www.asha.org/public/hearing/disorders/causes.htm

American Speech-Language-Hearing Association. (n.d.). The prevalence and incidence of hearing loss in children. Available online at: http://www.asha.org/public/hearing/disorders/children.htm

Centers for Disease Control and Prevention. (2012). Facts. Available online at:
http://www.cdc.gov/ncbddd/hearingloss/facts.html

Centers for Disease Control and Prevention. (2013). Hearing loss in children. Available online at: http://www.cdc.gov/ncbddd/hearingloss/about.html

eHealthMD. (2013). Different types of hearing loss. Available online at:
http://ehealthmd.com/content/different-types-hearing-loss#axzz2zvvrz36Q

Merck Manual's Online Medical Library. (2012). Hearing loss. Available online at:
http://www.merckmanuals.com/home/ear_nose_and_throat_disorders/hearing_loss_and_deafness/hearing_loss.html

March of Dimes. (2010). Hearing impairment. Available online at:
http://www.marchofdimes.com/baby/hearing-impairment.aspx

Michigan Department of Community Health. (2004). A diagram of the ear. Available online at: www.michigan.gov/documents/mdch/DCH0519A_201145_7.pdf

National Center for Hearing Assessment & Management. (n.d.). Status of early hearing detection and intervention in the United States. Available online at: www.infanthearing.org/status/index.html

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Disability Fact Sheet 3 (FS3) Links updated, May 2015 In This Publication: Caroline is six years old, with bright brown eyes and, at the moment, no front teeth, like so many other first graders. She also wears a hearing aid in each ear-and has done so since she was three, when she was diagnosed with a moderate hearing loss.

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https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557; https://www.healthgrades.com/right-care/brain-and-nerves/tbi-vs-concussion-whats-the-difference

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Assistive Technology for Blind or Low Vision Participants

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Assistive Technology for Blind or Low Vision Participants

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1. Screen-reading Software

2. Magnification Software

3. Dictation Software

4. Refreshable Braille Displays

5. Optical Character Recognition (OCR) Systems

6. Video Magnifiers or Closed-Circuit Televisions (CCTVs)

7. Portable Magnifiers

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Recognize the challenges children who are deaf/hard of hearing face in the classroom.

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Recognize the challenges children who are deaf/hard of hearing face in the classroom.

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Children With Hearing Loss: Guidelines for Schools

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Children With Hearing Loss: Guidelines for Schools

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Teaching a Child With Hearing Loss

Children with hearing loss may benefit from all or just a few of these tips to help them learn. It is important for the school and the family to work together to decide what is best for the child.

Pause during lessons. Take time to be sure the child understands what was said.

Repeat and/or rephrase information when needed.

Talk slowly and clearly. Use a comfortable volume.

Change your speech pattern, rhythm, stress and tone. This shows that you are excited about what you are teaching. Children hear it in your voice. Make lessons predictable by repeating the content. Pre-teach new words before the actual lesson. Review lessons that were taught earlier.

Use visual models and cues.

Provide a peer note-taker or lecture outlines to help with understanding what the lesson was about. It may be hard for a child with hearing loss or an auditory processing disorder (APD) to take notes while listening. This is because it is hard to watch the teacher’s face for visual and speech cues while trying to listen and take notes.

Be aware of how close you are to the child. The closer you are, the better they can understand what you are saying.

Face the child when speaking. Do not turn your back and speak while writing on a board.

Teach in a well-lit area. This helps the child see speech signals on your lips and face. The light should be on your face, not in the child’s eyes. Do not stand in front of a window or bright light.

Seat the child where they can easily turn and follow classroom discussion or allow them to move to other seats, as needed, for demonstrations, discussions or other activities.

Arrange chairs in a circle. This allows the child with hearing loss to interact well with other classmates.

Do not hold your hand over your mouth or near your face when speaking

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RSV is a highly contagious illness that infects nearly every child at least once before they are two years old. Until recently, there was no good prevention plan for parents to put into action. Now, everything has changed.

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At Nationwide Children's Hospital, our vision remains unchanged. We aspire to create the best outcomes for children everywhere. This means families come to Nationwide Children's from around the globe knowing they will get the highest quality care. When your child needs a hospital, everything matters.

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Strategies that Can Be Used in School for Students with Autism

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Strategies that Can Be Used in School for Students with Autism

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Thinking and learning strengths in autistic children

Autistic students have many strengths and abilities. It is important to figure them out first to use that strength to help the students' development.

Visual learning and thinking and autism

Visual thinking can be a strength for autistic children. These strong visual skills might be because autistic children tend to focus on details, rather than the whole. Autistic children are often visual learners.

You can help your child learn by presenting information visually. You can also use your child’s visual skills to help them in other areas.

Rule-based thinking and autism

Make clear rules about what should be done and when. This can make the ‘hidden’ rules of social interaction and everyday activities more visible, structured and easy for your child to follow.

Positive phrases like ‘When x happens, do this ...’, work better than negative phrases like ‘Don’t …’.

It’s also a good idea to present rules visually. You could make a ‘rule book’ using pictures and words. Read the ‘rule book’ to your child and let them look at it whenever they want.

Rules that use ‘if, then’ statements can help your child understand what’s going on around them.

Rote memory skills and autism

Many autistic children can remember large chunks of information.

You can encourage your child to use rote memory for learning useful information, like your phone number and address, the alphabet and times tables.

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Thinking and learning strengths in autistic children

Autistic children have many strengths and abilities.

These might be strengths when compared with typically developing children, or individual strengths within their own skill sets.

Once you work out what your child's strengths and abilities are, you can use them to help your child's development.

The following tools can help you learn more about your child's thinking and learning strengths:

Developmental assessment: this is used for children as part of autism diagnosis. It measures children's strengths in areas like non-verbal thinking skills, language and communication, and movement.

IQ test: this test measures intellectual potential and abilities compared with children the same age. It's used only for children aged four years and over.

Visual learning and thinking and autism

Visual thinking can be a strength for autistic children. They might be good at visual search tasks like finding a triangle within a complex picture, or finding a red S in a set of red Xs and green Ss.

These strong visual skills might be because autistic children tend to focus on details, rather than the whole.

Also, autistic children are often visual learners. This might be because visual information lasts longer and is more concrete than spoken and heard information. It might help autistic children to process information and choose how to respond.

You can help your child learn by presenting information visually. You can also use your child's visual skills to help them in other areas. For example:

Put visual reminders around your house. If your child can read, these can be written words, but they can also be pictures.

Take photos of the different play activities your child can do, and put them on an 'activity board' as a reminder or to help your child make a choice.

Take photos of the different steps involved in daily activities, like packing a school bag or brushing teeth. Stick the sequence on a wall near where your child does each activity.

Use visual supports for either the whole day or for daily activities.

Therapies and supports that use visual strategies often work well for autistic children.

Rule-based thinking and autism

Autistic children are often good at understanding and working with rules. You can use this strength to help your child develop new skills.

One way to do this is by making clear rules about what should be done and when. This can make the 'hidden' rules of social interaction and everyday activities more visible, structured and easy for your child to follow. For example:

When someone comes to the door, say hello.

When it's bed time, I brush my teeth.

Positive phrases like 'When x happens, do this ...', work better than negative phrases like 'Don't ...'. You could to talk to other parents or professionals to get ideas about what rules to include.

It's also a good idea to present rules visually. You could make a 'rule book' using pictures and words. Read the 'rule book' to your child and let them look at it whenever they want.

Rules that use 'if, then' statements can help your child understand what's going on around them, like how other people are feeling. For example, 'If Sam is laughing, then Sam might be happy'.

'If, then' statements are also good for activities with clear steps and sequences, so you can use them when you want your child to do something. For example, 'If you put your shoes on, then you can go outside'. Or you can use a simpler version - for example, 'Shoes first, then outside'.

Special topics of interest and autism

Autistic children can often focus intently and learn a lot about things they're very interested in.

Here are some ideas for developing your child's skills by making the most of their special interests:

Play skills: when your child is playing with their special interest toys or objects, play alongside them. You can expand your child's play and social skills by commenting on what you're both doing, swapping toys, taking turns and so on.

Numeracy skills: use your child's favourite toys to talk about colours, numbers and size - for example, red toy cars and blue toy cars, big trucks and small motorbikes, and so on.

Daily care skills: develop your child's ability to cooperate by building their interests into challenging activities. For example, if having a bath is challenging, you could give your child some special interest toys to play with in the bath, or stick pictures of your child's special topic around the bath as a talking point.

Conversation skills: talk with your child about their special interests. This might give your child extra motivation to communicate and talk with you. Your child might start by giving a speech instead of having a conversation. You could gradually introduce questions, and get your child to ask you questions too.

As your child gets older, you can look for ways to use their special interests in one area to build skills in other areas. For example, if your child has good computer skills, they might like to learn about coding or developing video games. Or if your child loves Thomas the Tank Engine, they might be interested to learn about train networks in your area.

Rote memory skills and autism

Autistic children are often good at learning by heart (rote memory). Many autistic children can remember large chunks of information, like conversations from movies, words to a song, number plates and so on.

You can encourage your child to use rote memory for learning useful information, like your phone number and address, the alphabet and times tables.

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Thinking and learning strengths in autistic children and pre-teens

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Autistic children often have strengths in visual, rule-based and interest-based thinking. You can build children's skills by working with these strengths.

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How to Help Students Who are Deaf/Hard of Hearing Succeed in School

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How to Help Students Who are Deaf/Hard of Hearing Succeed in School

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Adjust your classroom and teaching style to help lip readers.

Children with any level of hearing loss may use lip-reading to get by. But lip-reading is not only a difficult skill to acquire; it also relies heavily on guesswork. In fact, it’s estimated that only about 30-60% of words are seen clearly by lip readers. For the rest, it’s like putting together a puzzle without having all the pieces. But teachers can make it easier for lip readers in the classroom.

Make eye contact, speak clearly and normally, but don’t shout.

Always be sure you have the lip readers’ attention. Ask if it’s okay to touch their arm if you need them to look at you. Form your words clearly, and if you’re a fast talker, make an effort to slow down just a bit. (All your students will benefit from this.) Talk in a normal tone of voice; shouting can actually distort your mouth.

Arrange seats in a horseshoe or circle.

Lip readers should be able to see all the faces in the classroom during discussions. When possible, a circle or horseshoe is ideal. If not possible, place them close to the front of the room in a seat of their choice, and always repeat any questions or comments from students they may not be able to see.

Reduce back-lighting concerns.

When a teacher or other students are lit from behind, their faces are much harder to see. Close curtains and use overhead lights to ensure everyone is equally well-lit during class.

Give hearing-impaired students a moment to identify who is speaking.

During discussions, new speakers should allow a moment for those who are deaf/hard of hearing to turn their way before talking. Avoid talking over one another so they can focus on one person at a time.

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Watch: What It’s Like to Read Lips | Short Film Showcase

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AT for Communication
Low-Tech

picture boards and picture cards

Mid-Tech

speech-generating apps

Proloquo2Go

TouchChat HD

Apps for speech therapy

Articulation Station

LAMP Words for Life

AT for Learning and Executive Functioning
Low-Tech

for sensory issues: stress balls, worry beads, weighted vests, and standing desks

For executive functioning: ordinary written planners, color-coded schedules, and visual reminders

Mid-Tech

Watches with alarms

Visual timers

Sound-blocking headphones

Calculators

audiobooks and recordings can be a great way to replay lectures or instructions

videos can be a good alternative to written books or spoken lectures

High-Tech

mind-mapping software, Lucidchart

Speech-to-text software

LiveScribe

Dragon Home

AT for Social Skills and Communication

Low-Tech

Social Stories: short, simple, visual stories used to prepare people with autism to think and behave appropriately in any situation

Social Skills Cards and Games

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-Tech

video modeling and apps: tried-and-true technique for teaching social skills

The Social Express

High-Tech

The goal is to create interactive artificial intelligence and robots that can literally take the place of human beings.

Kiwi, QTrobot, Human-shaped robots

AT for Sensory Challenges

trampolines, swings, brushes, balls, and similar tools to help over-responsive sensory systems become less sensitive

noise-canceling headphones, weighted vests, and tinted glasses to help students avoid excessive sound and light

ball pits, weighted blankets and vests, or "squeeze machines" to calm the nervous system

Sensory toys for autism

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"

Brainworks, Miracle Modus, Heatpad

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.

ID bracelets and tracking devices

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How Technology Can Help People With Autism

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

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https://www.pathstoliteracy.org/assistive-technology-math-10-tips-tvis/

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(No Child experiences all of the symptoms of SLD at once.)
- Slow reading speed for the child's grade level.
- Trouble understanding the meaning of what they're reading.
- Struggling to clearly write out thoughts without grammatical errors.
- Marked difficulty with spelling.
- Particularly troubled with mathematical concepts like addition, subtraction, multiplication, and division.
- Difficulty completing math problems or knowing how or when to apply the concepts.

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Without proper treatment, specific learning disorder (SLD) might cause your child to fall behind in school. But with resources at the ready, you can help them overcome and succeed.

SLD, also known as specific learning disability, is the diagnosis a doctor may give to children (and some adults) who have trouble understanding or learning information. It's a type of neurodevelopmental disorder.

They may have significant challenges with math, reading, or writing. This may be problematic, as these are the building blocks and core competencies for many future career paths that might be that person's strength.

SLD interferes with how children take in and process information. If they have issues with incorrect or incomplete schoolwork, it isn't because they "aren't focusing" or "not trying hard enough" - it's a result of SLD.

SLD is different from attention deficit hyperactivity disorder (ADHD), in which children have trouble sitting still or staying on task in school.

"[SLDs] are usually first noticed in third grade," says Dr. Richelle Whittaker, an educational psychologist and licensed professional counselor-supervisor.

"As the work in third grade becomes more rigorous and much more is required of the child, challenges with certain subjects become noticeable."

Take your kid's classroom this year. According to recent statistics, an estimated 5% to 15% of those children in homeroom experience some form of learning disorder. Without proper treatment, this can cause them to fall behind in school and potentially harm their mental health.

To get a diagnosis, your child must experience symptoms of SLD for at least 6 months despite your attempts to help them in school.

For example, if you've tried a tutor, supplementary worksheets, and extra help from the teacher but there's been no improvement, your child's doctor might diagnose SLD.

SLD symptoms do vary from child to child. No kid experiences all of the symptoms of SLD at once.

There are three main types of SLD that can better describe what your child is having trouble learning.

It can be confusing to hear the terms and acronyms thrown around the developmental psychology and academic genre, so here's a key to the terms based on what you're seeing.

Symptoms of all three SLDs can get worse if they're not noticed or addressed in childhood.

"All of these are neurodevelopmental disorders and can lead to frustration, crying spells, misbehavior, loss of confidence, and lack of motivation in children," says Dr. Whittaker.

Researchers don't really know what causes SLD, but research is ongoing.

Some studies suggest that if a parent has a learning disorder, the chances are higher that their child will have it too. This suggests that genetics play a role.

Experts believe that additional external factors may also play a role, including:

a pregnant person becoming severely ill during their pregnancy

substantial complications during pregnancy, such as decreased oxygen to the baby's brain

a child becoming severely ill at a very young age

Environmental factors can put your child at much higher risk for developing SLD, especially if they interfere with their brain development at an early age.

"Some causes of neurodevelopmental disorders," explains Dr. Whittaker, "are physical trauma such as a traumatic brain injury, psychological trauma such as abuse or neglect, family history, [and] prenatal and neonatal difficulties."

For example, a baby who has exposure to substances in the womb or heavy lead in their drinking water is at substantial risk for SLD.

Also, malnutrition or a lack of engagement by parents or caregivers can slow a child's brain development, which may increase their chance of developing SLD.

In order to make an accurate SLD diagnosis, there can't be another explanation for your child's symptoms, like vision or hearing problems, not having good quality classroom instructions, or not fully understanding or speaking the language of the instructor.

To diagnose SLD, specialized testing and an evaluation from a mental health professional are important steps in determining the particular diagnosis.

In school

This process usually begins in your kid's school through a process called "response to intervention." This helps identify students who may have a learning disorder.

By setting up academic testing benchmarks, teachers are able to monitor their students' progress and spot any students who may need additional attention.

Even students without a learning disorder can benefit from this because they can receive personalized help or move into a classroom that better fits their learning style.

"Children who continue to struggle will then be tested by the school [or district] psychologist to assess for a learning disorder," says Dr. Jessica Myszak, a child psychologist and the director of The Help and Healing Center.

"In addition to testing at school, learning disorder testing is conducted by psychologists or neuropsychologists" whom you can contact through your insurance provider or state healthcare program.

With a pediatrician

A more thorough evaluation from a psychologist in your community or your child's pediatrician can include:

academic and psychological tests

a review of family history

interviews with teachers

a medical exam to rule out any other explanations for their learning challenges

"A proper, comprehensive assessment should look at overall academic ability," says Dr. Myszak, "along with the components of the areas that are impaired to identify if there are particular skills in which the individual is needing support."

When it comes to treating SLD, early intervention is key to your child's overall success in school.

Since there is currently no way to cure SLD, helping your child understand their learning disorder and giving them the tools they need to overcome their obstacles is the best way to set them up for success.

Treatment often involves a personalized approach for each child. It can include multimodal teaching that utilizes the five senses.

For example, a recommended treatment for dyslexia involves:

focusing on the sounds that letters make

phoneme awareness, which refers to hearing each individual sound in a word and how the sounds all work together

combining letters and phonemes by writing it out by hand

There are a lot of resources available for parents and caregivers looking to help their child with a learning disorder.

The Individuals with Disabilities Education Act (IDEA) guarantees free and appropriate public education, a free evaluation for your kid if their teacher suspects that they might have a learning disorder, and the creation of an Individualized Education Program.

"Individualized Education Programs (IEPs) [are] personalized educational plan[s] to set specific goals for the student and the steps the school will take to help the student achieve these goals," explains Dr. Myszak.

There are also 504 plans, so-called for Section 504 of the 1973 Rehabilitation Act. These allow for customizations of the learning environment for someone who's in developmental need.

SLD is treatable, and there are many strategies you can try to be proactive, to advocate, and to aim for success with your kid.

Having SLD is not something to be ashamed of. It is in no way a reflection of your child's intelligence or potential to succeed.

Early diagnosis and treatment can help your kid better understand their own abilities and help them learn to manage the symptoms of SLD before it significantly impacts their self-esteem.

Your child's school should provide you with help to treat their SLD. It's their obligation.

Many private, specialized tutoring companies are also available if you feel that your child needs extra attention from a professional who's knowledgeable about alternative teaching approaches.

"Ignoring learning disabilities will not make them go away," says Dr. Myszak. "Learning disorders affect some of the smallest building blocks of reading, writing, and math, so helping children acquire these skills as early as possible will provide them with the tools to continue to grow."

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Specific Learning Disorder: Types, Symptoms, Causes, Treatment

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What specific learning disorder could be going on when your child is trying their best but academics just don't come easy?

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*** A lot of visual supports has already been mentioned in Assistive Tech section***

First – Then Board: A First-Then Board is a visual display of something your child prefers that will happen after completing a task that is less preferred. A First-Then Board is helpful in teaching children with ASD to follow directions and learn new skills. A First-Then Board motivates them to do activities that they do not like and clarifies when they can do what they like. A First-Then Board lays the language foundation needed to complete multi-step directions and activities and to use more complex visual systems.

Visual Schedule: A visual schedule is a visual representation of what is going to happen throughout the day or within a task or activity. A visual schedule is helpful for breaking down a task that has multiple steps to ensure the teaching and compliance of those steps. It is also helpful in decreasing anxiety and rigidity surrounding transitions by communicating when certain activities will occur throughout the day or part of the day.

Visually Setting Parameters: Setting parameters involves using visuals to set clear boundaries around items or activities and to communicate basic expected behaviors, like waiting. Visually setting parameters is helpful in communicating limits that are part of an activity and that may seem unclear to your child. Some examples of situations where this might be useful follow. Communicate physical boundaries of an area or activity, for example, use a “stop” sign to mark where to stop in the backyard. Or show how much of an item or activity is available before it is gone.

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Instructional strategies: https://www.pathstoliteracy.org/instructional-strategies-students-low-vision/
Assistive Tech:
https://www.miusa.org/resource/tip-sheets/assistivetechnologyforblind/#:~:text=Portable%20Magnifiers&text=They%20have%20braille%20or%20QWERTY,specially%20coded%20files%20via%20speech.
Math assistive tech:
https://www.pathstoliteracy.org/assistive-technology-math-10-tips-tvis/
Important tips:
https://www.weareteachers.com/teaching-blind-students-visually-impaired/

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A Functional Vision Assessment and Learning Media Assessment should be done for each student, and these generally offer specific suggestions for optimal visual functioning, including magnification, lighting, font size, color preference, and ideal environmental conditions. The individual needs of a student will depend on factors such as his or her eye condition, age, learning style, and additional learning challenges.

Strategies for Reading Print

There are a variety of ways in which students with low vision can access print, and many students will use different strategies in different situations. For example, out in the community, they may prefer to use spot magnification to check menus or prices, but in school they may prefer to use text books in large print. A CCTV (Close-Circuit Television) or other form of video magnification may be the preferred way to view graphics or a text in school that is not available in large print. It is often necessary for the student to try different tools in various circumstances in order to be part of the decision-making process about what works best.

In their document Reading Strategies for Students with Visual Impairments: A Classroom Teacher's Guide, SET-BC (Special Education Technology British Columbia), a provincial resource program of the BC Ministry of Education, outlines strategies for paper materials, as well as e-text, as outlines below:

Instructional strategies for paper materials include:

1. Provide regular print

2. Use hand-held magnification with regular text

3. Enlarge Small Amounts of Text, Pictures, Diagrams, Charts on Photocopier

4. Provide Large Print Version of the Text

5. Use Stand-alone Video Magnification

6. Use Video Magnification with Computer Integration

Additional strategies for e-text, include:

1. Change Appearance of Text and/or Background

2. Magnify Text and/or Computer Screen

3. Provide E-text with Tracking Support or Highlighting

4. Provide E-text with Auditory Support

Environmental Factors

The Functional Vision Assessment will include specific strategies and suggestions for the individual student, based upon his or her visual condition, the type of educational program, the child's age, and other challenges the student may face. The needs of each student will be different depending on the eye condition, but in general it is necessary to consider the following:

For more information, see this webcast from Perkins: Adapting Environments for Individuals with Vision Loss. In this webcast, Darick Wright, Coordinator of the New England Eye Clinic at Perkins, talks about the design issues that should be considered for individuals with vision loss. Darick provides some general guidelines as well as some specific examples in his presentation on this topic.

Font

When determining which font to use, it is important to look at both the size and the type of font.

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Instructional Strategies for Students with Low Vision - Paths to Literacy

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

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A person must meet four criteria to be considered to have a 'Specific Learning Disability'. To get a diagnosis the child needs to exabit symptoms for 6 months, as well as specialized testing and an evaluation from a mental health professional.

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Specific Learning Disorder Primer Specific Learning Disorder (also known as learning disorder or learning disability) is a neurodevelopmental disorder that begins during school-age, but may not be recognized until adulthood. Learning disabilities affect one of three areas: reading, writing and/or…

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Devices that assist students with information:
-Speech recognition software
-Screen reading software
-Augmentative and alternative communication devices
-Academic software packages for students with disabilities

Devices that assist students with mobility:
-Canes
-Walkers
-Crutches
-Wheelchairs
-Specialized exercise equipment
-Specialized chairs, desks, and tables for proper posture development

Source: https://www.projectidealonline.org/v/orthopedic-impairments/

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- "Read-along" technique.
- Students with memory problems or difficulty taking notes: share notes with other students, tape the lesson, or provide a copy of the notes.
- Educational videos or talking books.
- Table of facts or calculator.
- Recorder or a computer with word processing software.
- Computerized spell checker.
- Type out handouts with large print or double-spaced.
- Planner, study skill instruction.
- Fill in the blank activities.
- Check-in from time to time to make sure the student understands.

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school. Selection from these and other possibilities must be based on the individual needs of each child.
Information and ideas from a multidisciplinary team, including the parents and student, are important for developing an Individualized Education Program (IEP) that meets the unique needs of each student with learning disabilities. A carefully developed multidisciplinary approach will make classroom instruction meaningful for students.

1. For some students who read slowly or with difficulty, a "read-along" technique may be used with taped texts and materials to allow learning of printed materials.

2. For students with memory problems or difficulty taking notes, a fellow student might share notes; the student might tape the lesson; or the teacher might provide a copy of the lesson outline.

3. For students who read below expected levels, educational videos and films or talking books can provide the general information that cannot be acquired from the printed page.

4. For students with short term memory problems (e.g., understand math processes, but have short term memory problems that interfere with remembering math facts), a table of facts or a calculator could be provided.

5. For students whose handwriting is slow, illegible or includes many reversed letters, a cassette recorder or a computer with word processing software could be used for written work or tests.

6. For students who have difficulty with spelling, a "misspeller's dictionary" or computerized spell checker can help make written materials readable.

7. For students who have difficulty reading cursive, small, or crowded print, typed handouts, large print, or double spaced materials can help.

8. To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and mnemonics may improve performance.

9. To teach spelling, the teacher might use a multi-sensory approach that combines saying, spelling aloud, and writing words.

10. Ways to improve vocabulary and comprehension can include a student-developed file of vocabulary words and the use of word webs and visual organizers to relate words and ideas heard or read on paper. A dictionary or thesaurus, suited to the child's learning level, is also an excellent tool for building vocabulary, spelling and reading comprehension.

11. For students who have difficulty organizing time, materials and information, a variety of approaches can be used, including:

a quiet, uncluttered homework space

alarm watch

purchased texts that can be marked with a highlighter

a homework assignment diary coordinated between home and school

study skills instruction

a personally-developed date-book or scheduler

12. For students who copy inaccurately, but need written practice to solidify learning, changes that may help include: leaving a space directly under each word, phrase or sentence, or having handouts on the desk for those who can't copy from the blackboard or take dictation accurately. For left-handed students, place the list of words at the right margin. For students whose writing is large, provide enlarged spaces for "fill in the blank" activities.

13. For students who seem to process auditory information slowly (e.g., not fully understanding questions asked, recalling needed information, or forming an appropriate answer), be patient. Allow sufficient "wait-time for the answer or provide the questions in written form.

14. Oral and written language should be taught together as much as possible. Illustrations in a book being read should be used to generate conversation, vocabulary and concepts that will relate to what is to be read. Material that is read can be translated into a verbal summary, a word web, a visual organizer, or a computer presentation.

15. Students who find reading slow and difficult may benefit from supplementing the subject matter being read with video tapes, DVDs, captioned TV programs, or computer software.

More on Reading

Since reading is central to learning, children who do not learn to read by the second grade are likely to struggle with learning throughout their lives. Reading assessment should include skill levels in decoding, fluency and comprehension.

As children learn to read, they learn how spoken and written language relate to each other. Thus, the components of a reading program must also relate to one another, engage all children and meet their individual needs. Reading activities may include:

Listening to good stories and books, appropriate to the child's age, read aloud daily

Language games that encourage identification of rhyming words and creation of rhymes

Instruction and practice in phonemic awareness, alphabetic knowledge, alphabetic principles, decoding strategies, vocabulary acquisition, fluency and comprehension

Additional reading instruction in a small group or tutoring setting

Before/after school and summer school classes

Teaching Mathematics

Theories on mathematics disabilities view spatial visualization and verbal skills as critical. These two skill areas are important for anyone learning mathematics, but are especially important for students with learning disabilities. These areas should be heavily emphasized in the teaching and remediation of mathematical concepts and skills.

An individualized education program in mathematics would concentrate on developing concepts and skills within such strands as: numeration, geometry, measurement, collection and interpretation of data, estimation/mental computations, patterns and relations and word problems/applications. Concepts are best introduced with "hands-on" concrete materials. Knowing one-digit facts is important, but work with paper and pencil algorithms should not be emphasized, since calculations can be done with calculators if memory or sequencing is a problem.

Estimation strategies are often taught as mental computations skills are developed. Students should be encouraged to draw illustrations and representations whenever possible. They should consistently discuss, read and write as they solve more complex computational and word problems. For students with learning disabilities, confidence in the practical applications of mathematics to everyday life is also very important.

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Accommodations, Techniques and Aids For Learning

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school.

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- Response accommodations
- Setting accommodations
- Timing accommodations
- Scheduling accommodations
- Organization skills accommodations
- Assignment modifications
- Curriculum modifications

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Common accommodations and modifications in school

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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- Abbreviation expanders
- Alternative keyboards
- Audiobooks and publications
- Electronic math work sheets
- Freeform database software (electronic notes)
- Graphic organizers and outlining
- Information/data managers
- Optical character recognition (scan printed material and then read aloud)
- Personal listening systems
- Word processor
- Proofreading programs
- Speech synthesizer/screen readers
- Talking calculators
- Word-prediction programs

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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The following accommodations are typical for a student with visual impairment or blindness:

Audiotaped, Brailled, or electronically formatted lecture notes, handouts, and texts

Verbal descriptions of visual aidsRaised-line drawings and tactile models of graphic materialsBraille lab signs and equipment labels; auditory lab warning signals

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

Computer with optical character reader, voice output, Braille screen display and printer output

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Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student with blindness:

Audiotaped, Brailled, or electronically formatted lecture notes, handouts, and texts

Verbal descriptions of visual aids

Raised-line drawings and tactile models of graphic materials

Braille lab signs and equipment labels; auditory lab warning signals

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

Computer with optical character reader, voice output, Braille screen display and printer output

For more information about accommodations for students with disabilities, consult Working Together: Faculty and Students with Disabilities or view the video by the same title. For information about adaptive technology for students who are blind, consult Working Together: Computers and People with Sensory Impairments or view this video by the same title.

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What are typical accommodations for students with blindness? | DO-IT

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Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student with blindness: Audiotaped, Brailled, or electronically formatted lecture notes, handouts, and texts Verbal descriptions of v…

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In researching technology that can be used to support students with emotional disturbance I found that there weren't as many options available in comparison to some of the other 14 identified disabilities. I believe this is because emotional disturbance is a large umbrella and every child has incredibly different needs.

I did find some good resources, some can be used in the large classroom and some will be specific to the students.

1. The calm app. This can be used as a classroom for a nice start to the day, or a nice brain break when needed.
2. A class timer for focused work time.
3. Watchminder. This is an individual wrist watch that will vibrate subtly to remind the student to focus. This is marketed more towards students with ADHD, but could work depending on the specific child's need.

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Predominantly Inattentive Presentation

Difficult to pay attention. Gets sidetracked or is not able to complete a task.

Predominantly Hyperactive-Impulsive Presentation:

Gets sidetracked BUT responds in an active way.

Must always be doing something/ fidgeting

Restless and impulsive

Combined Presentation

Mix of Both

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1.     Believe in them!

2.     Work with them and their paraeducator often: Check in frequently

3.     Design individual schedules & instruction: Create a print, picture, or object individual schedule to help them transition and develop time management skills

4.     Develop functional skills: address their unique learning needs

5.     Teacher made materials and communication cards

6.     Sensory input, areas, rooms, and activities: if visually impaired this develops their vision in regards to their environment. Use a sequential, simultaneous structured multi-sensory approach.

7.     Classroom jobs: empower them so they can contribute. This will help them later in employment and in their lives.

8.     Keep in mind the unique needs and layered disabilities challenging your student(s): Consideration, planning, and setting outcomes and goals are key to demonstrating progress and enriching their lives.

-Teaching Students with Visual Impairments LLC (2023). Teaching Students with Multiple Disabilities: https://www.teachingvisuallyimpaired.com/students-with-multiple-disabilities.html

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WATCH this short video for some helpful teaching strategies for students with special needs.

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Since multiple disabilities encompasses a range of needs, each student could benefit from a variety of assistive technology in different ways.

Assistive technology is used to to "increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012)."

Assistive technology ranges from low-tech and mid to high-tech. Examples of low-technology and software are:

·      Text-to-speech to bypass handwriting, spelling and help decode words

·      Word prediction to improve writing skills, make a student more independent and motivated to write

Mid to high-tech devices:

·      Audio recorders & portable note takers to help a student follow class and keep information saved, especially depending on their disability

·      Graphic organizers to contribute to better writing in students with learning disabilities.

·      Pentop computers to assist in reading, writing and math

·      Calculators can also show their understanding of mathematical computations more easily

Young, Gabrielle. LDatSchool. Assistive Technology for Students with Learning Disabilities: https://www.ldatschool.ca/assistive-technology/

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

References

Adcock, W., Luna, E., Parkhurst, J., Poncy, B., Skinner, C., & Yaw, J. (2010). Effective class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. The International Journal of Behavioral Consultation and Therapy, 6, 111-123.

Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalcula student. Educational Research, 2(10), 1611-1618.

Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in rural school districts. Rural Special Education Quarterly, 32(2), 15-22. Retrieved from http://search.proquest.com/docview/1420524203?accountid=6180

Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written productivity in children with learning disabilities: A critical review. Canadian Journal of Occupational Therapy, 79(4), 211-224. doi:10.2182/cjot.2012.79.4.3

Bethell, S. & Miller, N. (1998). From an E to an A in first year algebra with the help of a graphing calculator. Mathematics Teacher, 91, 118-119.

Blackhurst, A. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disabilities Quarterly, 28, 175-178. doi:10.2307/1593622

Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44, 367-380.

Bouck, E. & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24, 24-30.

Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Technology In Action. Journal of Special Education Technology, 27, 47-57.

Burne, B., Knafelc, V., Melonis, M. & Heyn, P. (2011). The use and application of assistive technology to promote literacy in early childhood: a systematic review. Disability and Rehabilitation: Assistive Technology, 6, 207-213. doi:10.3109/17483107.2010.522684

Chiang, H., & Jacobs, K. (2009). Effect of computer-based instruction on students' self-perception and functional task performance. Disability and Rehabilitation: Assistive Technology, 4(2), 106-118. doi:10.1080/17483100802613693

Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals and speech language pathologists have to say. Developmental Disabilities Bulletin, 35(1), 1-17.

Chmiliar, L., & Cheung, B. (2007). Assistive technology training for teachers - Innovation and accessibility online. Developmental Disabilities Bulletin, 35(1), 18-28.

Cullen, J., Richards, S. B., & Frank, C. L. (2008). Using software to enhance the writing skills of students with special needs. Journal of Special Education Technology, 23, 33-44.

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (2nd ed.). Boston, MA: Pearson.

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Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

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Assistive Technology for Students with Learning Disabilities

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

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WATCH this video to see how assistive technology helps Elle learn.

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Assistive Technology in Action - Meet Elle

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Flexibility and considerations:
It's important to have physically accessible spaces for our students with multiple disabilities. Furthermore, they may need to take their exams with text-to-speech aids, alone, or at a different time of their choosing.

Students with disabilities need calming and effective strategies to create an accepting place of encouragement, compassion, and respect.

Teachers need to be patient, set reasonable goals, and consult with parents, admin for resources, and paraeducators.

Blakeley, Sasha (2023) Teaching Strategies for Students with Multiple Disabilities: https://teachercertification.com/effective-teaching-strategies-for-students-with-multiple-disabilities/

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Usually, the more severe the degree of intellectual disability, the earlier the signs can be noticed. However, it might still be hard to tell how young children will be affected later in life.

There are many signs of intellectual disability. For example, children with intellectual disability may:

sit up, crawl, or walk later than other children

learn to talk later, or have trouble speaking

find it hard to remember things

have trouble understanding social rules

have trouble seeing the results of their actions

have trouble solving problems

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Centers for Disease Control and Prevention

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What is intellectual disability?

Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children. Children with intellectual disability might have a hard time letting others know their wants and needs, and taking care of themselves. Intellectual disability could cause a child to learn and develop more slowly than other children of the same age. It could take longer for a child with intellectual disability to learn to speak, walk, dress, or eat without help, and they could have trouble learning in school.

Intellectual disability can be caused by a problem that starts any time before a child turns 18 years old - even before birth. It can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is not known. Some of the most common known causes of intellectual disability - like Down syndrome, fetal alcohol syndrome, fragile X syndrome, genetic conditions, birth defects, and infections - happen before birth. Others happen while a baby is being born or soon after birth. Still other causes of intellectual disability do not occur until a child is older; these might include serious head injury, stroke, or certain infections.

What are some of the signs of intellectual disability?

Usually, the more severe the degree of intellectual disability, the earlier the signs can be noticed. However, it might still be hard to tell how young children will be affected later in life.

There are many signs of intellectual disability. For example, children with intellectual disability may:

sit up, crawl, or walk later than other children

learn to talk later, or have trouble speaking

find it hard to remember things

have trouble understanding social rules

have trouble seeing the results of their actions

have trouble solving problems

What can I do if I think my child may have intellectual disability?

Talk with your child's doctor or nurse. If you or your doctor think there could be a problem, you can take your child to see a developmental pediatrician or other specialist, and you can contact your local early intervention agency (for children under 3) or public school (for children 3 and older). To find out who to speak to in your area, you can contact the Parent Center in your state: www.parentcenterhub.org/find-yourcenter/external icon .

To help your child reach his or her full potential, it is very important to get help for him or her as early as possible!

Page last reviewed:

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Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children.

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Assistive technology we can use to help with intellectual disability

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Assistive technology we can use to help with intellectual disability

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How can smartphones help people with Intellectual disability

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How can smartphones help people with Intellectual disability

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Using Smartphones to Help People with Intellectual and Sensory Disabilities Perform Daily Activities

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BackgroundPeople with mild-to-moderate intellectual disability and sensory impairments often fail to take initiative in starting and carrying out daily activities, with negative consequences for their occupational condition and social status. Their failure seems due to their inability to determine t…

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Behavioral Therapy:

Since children can be diagnosed at a young age, this treatment is more recommended before medication is attempted.

Medication

Different types of medication can assist with focus and calamity, but can also lead to dependency and other behavioral side effects that could be more negative.

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Behavioral classroom management

Organizational training

Special Education Services

Accommodations

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Strategies for Teaching Students Who Are Blind or Visually Impaired

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Strategies for Teaching Students Who Are Blind or Visually Impaired

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When teaching visually impaired or blind students, you should modify your teaching strategy to allow for the use of visual aids and assistive technology, and create a safe learning environment.

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Literacy happens throughout the day in both formal and informal ways. Create a literacy rich environment where children can observe print, braille and other formats in use, participate in routines and functional tasks, and communicate with others to develop literacy skills at home, at school, and in the community.

Strategies to promote literacy for children with blindness or visual impairment:

Provide a variety of hands-on, meaningful experiences. Children learn best through real-world experiences in which they can have a direct, first-hand understanding of something and not just a verbal explanation.

Talk about these experiences with the child beforehand, as well as while the experience is happening, and afterwards when you get home or with other people. Use words to label objects, people, and experiences that are appropriate to the child's developmental level.

Offer many opportunities for the child to explore and interact with a wide range of materials and real objects. This helps to compare size, shape, texture and other attributes, while also helping the child to develop basic concepts and an understanding of same and different.

Encourage daily purposeful, fun movement activities to build gross motor and fine motor abilities. These are necessary precursors for many life skills, including the tactile discrimination needed for functional use of object and tactile symbols or braille.

Support the child to interact with others in safe and comfortable environments. Playful experiences and exposure to others with reciprocal give and take helps to build the foundation for communication and social development.

Create a literacy-rich environment, in which the child is aware that others are reading and writing.

Provide accessible labels in the environment on the child's chair, table, cubby and any location where print labels are found. These should be in the child's preferred format (large print, braille, objects, tactile symbols). At home, label rooms in the house, light switches, controls on appliances, and other places where print is found. See Creating a Braille-Rich Environment at Home.

Read aloud using stories and books that are interesting and appropriate for the child. Use real objects and personal experiences to increase understanding. Link to story boxes

Determine what medium is best for an individual child through the Learning Media Assessment (LMA). This may be braille, print, dual media, auditory strategies, objects, symbols, or some combination.

Provide books and literacy tools in a format that is accessible to the child.

What Reading Methods Are Used with Students with Visual Impairments?

There are a variety of methods that students with visual impairments use to read. Often a single student will use different strategies in particular settings or for specific materials or content. Just as an adult may use a computer for work, a smartphone for email, a pen or pencil for lists, and a book for leisure, individuals with visual impairments typically also use a range of devices and formats.

The first step in determining what approach will be the most effective for an individual student is a Learning Media Assessment (LMA). The LMA offers a framework for selecting appropriate literacy media for a student who is visually impaired. This includes braille, print, auditory strategies, dual media, auditory strategies, objects, and tactile symbols. It is important to update the LMA regularly as students learn and grow, to keep up with student development and literacy demands, as well as changes in technology.

Reading Strategies for Students with Visual Impairments

SET-BC (Special Education Technology British Columbia), a provincial resource program of the BC Ministry of Education, divides reading strategies for students with visual impairment into three main areas:

1. Paper strategies, including print, magnification and braille;

2. E-text strategies, including tracking, auditory support and refreshable braille;

3. Auditory strategies, including readers and auditory books.

To learn more, see Reading Strategies for Students with Visual Impairments: A Classroom Teacher's Guide.

It's important to develop effective teaching strategies using evidence-based research. Research is on-going.

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Strategies for Teaching Students Who Are Blind or Visually Impaired - Paths to Literacy

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Paths to Literacy Strategies for Teaching Students Who Are Blind or Visually Impaired. For teachers, families, and others interested in literacy for children and youth with visual impairments

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https://www.cdc.gov/ncbddd/adhd/facts.html
https://www.cdc.gov/ncbddd/adhd/school-success.html

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Centers for Disease Control and Prevention

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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.

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Technology can help make everyday life easier for children and adolescents with vision impairments. Whether they need more support reading, taking notes in class, or enjoying a favorite activity, technology can lend a hand.

Smartphone and touchscreen-based devices have many built-in tools like large font, high contrast and screen readers to help children access many capabilities. The child’s TSVI can provide great input into choosing appropriate technologies and applications.

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For children who are visually impaired, technology can play a big role in reaching developmental milestones and closing learning gaps. Technology can help babies and toddlers develop language and motor skills, and make friends. It can help older kids access the classroom curriculum and interact with peers.

People of all ages can benefit from the wide variety and high quality of today's technology tools, devices and apps. Here's a roundup of some top technology resources for children with low vision.
Disclaimer: These tools are presented for your information only. They are not the only such devices, but are merely representative of the types of devices that are available. These devices are not endorsed by the Academy, as the Academy never endorses products, companies or organizations. Ask your low vision team, including your ophthalmologist, to help identify apps and technologies that might best address your needs.
Apple and Android tools for children with low vision

Children often start interacting with smartphones or tablets at an early age. Built-in tools such as large font and high contrast are also available to help children use the device and access the world around them.

On Apple devices:

VoiceOver is a screen reader that provides a description of everything happening on the screen.

Siri is a voice recognition system that lets you send messages, place phone calls and more.

On Android devices:

Apps that run on the Android operating system use a built-in screen reader called TalkBack.

Android devices also use Google Assistant, a "virtual helper," powered by artificial intelligence. Google Assistant lets you perform a wide variety of actions on your phone or tablet using voice commands.

Additional tools compatible with Apple or Android devices:

Children who are blind may benefit from assistive technology apps and keyboards that help teach braille and encourage children to use braille for reading and writing.

Basic tech tools for toddlers and preschoolers with low vision

Simple stand (dome) magnifiers for near work and play can help young children zoom in on books and objects up to 10X. Lighted versions of these tools are also available. Monocular handheld telescopes can help children spot objects at a distance.

Sensory Magma (iOS, free) - This simple, calming and relaxing visual app can help teach cause and effect. Tap, hold and/or pinch the screen to change the direction, color or size of the lava flow.

Fireworks Arcade (Android and iOS, free) - This app can help teach cause and effect and increase visual attention. Tap or drag the screen to create displays of light and sound.

Peekaboo Barn Lite (Android and iOS, free) - Explore animals and learn their names and sounds with this interactive learning app.

Itsy Bitsy Spider (Android and iOS, free) - A musical, interactive book that teaches children about the environment, nature, animals and counting.

Smart Shapes (iOS, free) - This Montessori-inspired game teaches children to distinguish shapes and colors while working with others.

AlphaTots Alphabet (Android and iOS, $2.99) - Teaches letters and their sounds with 3D graphics, animation and music.

Ballyland Magic (iOS, $3.99) - This app teaches young children essential skills and concepts for using VoiceOver on their Apple device. Using this app, they can learn and practice a number of VoiceOver gestures all while playing a fun game.

Tap-n-See Now (iOS, $9.99) - Created specifically for children with cortical visual impairment (CVI), this app helps teach cause and effect through an interactive picture-sound album. Kids learn to track motion and recognize different colors.

Dr. Seuss story apps (Android and IOS, $0.99 to $5.99) - Interactive stories that are simple, have bright colors, highlight text as you read and include sound effects.

Tools for elementary and middle school students with low vision

Video magnifiers ($2000+) can improve accessibility to objects and books at home and in the classroom. If a child's vision is 20/125 or poorer, they can be registered with the American Printing House (APH) and added to theFederal Quota to receive this tool for free. They will also be eligible to get other educational materials they might need in school, all specially designed for their level of visual impairment and developmental stage.

Clip-on telescopes ($20+) that attach easily to smartphones and tablet cameras can provide up to 10X or higher magnification with high definition. They are made for photographers but can be helpful tools for children with low vision.

Seeing AI(iOS, free) - This app can narrate the world around you. Simply point the phone or iPad camera at a whiteboard, smartboard, worksheet and more and Seeing AI will tell you what is written, out loud. It can help read currency, name colors and even decipher handwritten cursive.

Lookout(Android, free) - Provides spoken feedback about things around you. Lookout uses the camera and sensors on the device to recognize text, people and objects.

TapTapSee (Android and iOS, free) - Lets you photograph objects and have them identified aloud.

KNFB Reader (Android and iOS, $99.99) - This voice-to-text tool lets you take a picture of any text-books, worksheets, chalk board writing-and have it read back to you or converted to braille.

Audible (Android and iOS, $14.95 per month plus downloads) - Provides downloadable audiobooks, magazines, newspapers and more. The collection currently includes 200,000+ books.

Kindle app (Android, iOS, PC and Mac, free) - Use this e-reader app to download books. Purchase titles from Amazon, or download them from your library app into the Kindle.

Bookshare (Android and iOS, $50 per year) - An online library for children (and adults) with low vision. Currently, the Bookshare collection contains nearly 850,000 titles, downloadable in a choice of formats including ebooks, audio, braille, and large font. Membership requires verification of print disability, and includes free downloads.

Read2Go (iOS, $19.99) - Anaccessible ebook reader app that lets you read Bookshare books with ease on the iPad and iPhone. Just find the book you want, download, and start reading. Read2Go lets you customize your reading experience in many different ways.

BARD Mobile (Android and iOS, free) - A talking book library that offers access to tens of thousands of titles. You must first enroll in the National Library Service (NLS) for the Blind and Print Disabled at the Library of Congress. Note that this program may only be available in the United States.

Overdrive (Android and iOS, free) - A service that lets you borrow both audio and text eBooks through your library or school.

Notability (iOS, $8.99) - Lets you create multimedia notes with text, sketches and audio. Import or take a picture of a worksheet and complete it with typed text, handwriting, or speech-to-text. Older students can add PDFs and lecture slides, zoom in on text and annotate it. This app facilitates emailing assignments to teachers or uploading them directly to a virtual classroom.

Math Robot (iOS, $4.99) - Designed for students who are blind or visually impaired, this app provides problems, drills and practices in a very high contrast format. It is also accessible with VoiceOver.

Talking Calculator (iOS, free) and Voice and Talking Calculator (Android, free) - Provide a fully voice-operated calculator that reads numbers, formulas and answers aloud.

Advanced tech tools for high school and college students with low vision

Genius Scan (Android and iOS, free) - A document scanner app. Hover an iPad, tablet or phone above any text, and this app will take a picture and save it as a PDF. You can export the document to Notability.

AudioNote (Android and iOS, $12.99) - Take notes with recorded audio. Record a teacher's lesson/lecture, interview or study session and timestamp it. Insert text, drawings, photos and highlighter notes.

Join.Me and TeamViewer Meeting (Android and iOS, free for students, requires school/teacher subscription) - These apps make the teacher's smartboard accessible. Students can "join" the teacher's lesson and project it onto their own personal device to follow along.

MyScript Calculator (Android and iOS, $2.99) - Turns your tablet or phone into an interactive piece of paper for math calculations. Write in a math problem with your finger or stylus and get the result in real time.

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Technology Tools for Children with Low Vision

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People of all ages can benefit from the wide variety and high quality of today's technology tools, devices and apps. Here's a roundup of some top technology resources for children with low vision.