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Students who are diagnosed with deafness cannot hear most or all sounds even with the assistance of a medical hearing aid. From the Individuals with Disabilities Education Act (IDEA) Deafness is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” Hearing loss above 90 decibels is considered deafness, according to NICHCY.

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- Their main manner of communication might be  American sign language (ASL)
- Have difficulty following verbal instruction, presenting orally, taking notes from a lecture, and watching videos

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Visual impairment including blindness" means an impairment in vision that, even if corrected, is 20/70 or more. The term includes both partial sight and blindness.

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Autism is a spectrum disorder with a broad range of conditions. It is neurodevelopmental disorder that affects how kids process certain types of information. Many people with autism have difficulty with social interaction and communication. They may also have trouble with perseveration.

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- visual supplements
- seated at the front of the class
-interpreter (if they use ASL)
- pre-written notes
-text-to-speech technology
-teacher speaks slower
-PowerPoints for lectures
-captions on all videos
-Buddy System for notes
-visual alerting device (lights)
-pre-teaching vocabulary definitions

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- Trouble recognizing other people's feelings and reading non-verbal cues.
-speech and nonverbal communication
- A tendency to seek out or avoid sensory input.
- Trouble working with words.
-challenges with social skills
-repetitive behaviors

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Low vision – students use their vision as their primary sensory channel

Functionally blind – students can use limited vision for functional tasks but need their tactile and auditory channels for learning

Totally blind – students use tactile and auditory channels for learning and functional tasks

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This affects the brain process within written materials, that makes it difficult to recognize the words and spell.

People with this condition have trouble reading quickly and reading without mistakes. This also causes problems with how they understand what they read as well.

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Include late talking, learning new words slowly and delay in learning to read.

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

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

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

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

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

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

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1. Size- adapt the number of items the student is expected to learn and complete.

2. Time-adjust the time allotted to complete activities, learning, and test completion.

3. Difficulty-matching the skill level of the student to how challenging the work can be.

4. Participation-determination of how meaningfully involved they are in a task.

5. Substitute Curriculum-student is provided with alternate materials and instruction to meet their needs.

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Poor decoding: Difficulty accurately reading (or sounding out) unknown words;

Poor fluency: Slow, inaccurate, or labored oral reading

Poor spelling: Difficulty with learning to spell, or with spelling words, even common words, accurately.

Poor reading comprehension: In moderate to severe cases, poor decoding and limited fluency can interfere with reading comprehension, even if oral language comprehension skills are adequate.

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- Short attention span
- Impulsiveness
- Acting out
- Biting
- Not interacting socially with others
- Inappropriate crying, temper tantrums, and poor coping skills
- Learning difficulties: performing below grade level

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1. Phonological Dyslexia
2. Surface Dyslexia
3. Primary Dyslexia
4. Visual Dyslexia
5. Secondary/Developmental Dyslexia
6. Trauma Dyslexia

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Therapy:
-speech-language
-behavior
-occupational
-physical
-play-based
-nutritional

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Read Material to the students
Allow extra time on assignments
Allow students to complete assignments orally rather than having a written assignment
Audio Books
allowing students to type there answers rather than write them.

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- ASL Interpreter
- Speech Therapy
- Audiologists
- Reading Specialist
- Early Intervention (PreK)

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1.54%

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Link to a school district's education web-page

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Link to a school district's education web-page

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https://www.pisd.edu/Page/714

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Ensure Students will low vision are seated near the front of the class
Use verbal cues when students would have difficulty with purely visual cues
Changes in the medium used:

braille

large print

audiotape

electronic text

oral testing/scribing

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- Profound deafness occurs in 4-11 per 10,000 children; in at least 50% of these cases, the cause is genetic

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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

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- Individual counseling
- Social skills training
- Behavioral support

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It's common for people to receive a diagnosis as children or young adults. However, if an adult gets a diagnosis usually they probably had it their whole life but it can happen after a brain injury. With a young child normally the parent or teacher can suspect this and should ask about a professional evaluation.

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The percentage of students in public school with visual impairment is .07% as of 2010

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https://www.mckinneyisd.net/special-populations/special-education-services/

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About 15-20 percent of the U.S. population has a learning disability.
70-80% of people with poor reading skills, are likely dyslexic. One in five students, or 15-20% of the population, has a language based learning disability. Dyslexia is the most common of the language based learning disabilities.

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https://www.shermanisd.net/Page/411

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Percentage of Students in Texas with this Disability 

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Percentage of Students in Texas with this Disability 

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0.61%

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Counseling services: Services provided by qualified personnel such as social workers, psychologists, and guidance counselors to help a child with problems in school or in planning for the future.

Early identification and assessment of disabilities in children: Services related to the requirement for each state to implement a formal plan to identify children with disabilities as early as possible, usually through a preschool screening program.

Medical services for diagnostic or evaluation purposes: Services delivered by a physician to determine the nature of a child’s disability and its implications for his or her special education program.

Occupational therapy: Services to help children develop fine motor coordination and daily living skills necessary to their success in school and the community.

Orientation and mobility (O&M) services: Services and training provided by qualified O&M specialists who teach students who are visually impaired techniques for moving about safely and independently.

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LISD: https://www.lisd.net/Page/21740

Sherman ISD:
https://www.shermanisd.net/domain/30

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https://www.allenisd.org/Page/19702
https://www.nisd.net/district/dyslexia