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

The tendency to develop physical symptoms or fears associated with personal or school problems.The term includes schizophrenia. The term does not apply to children who are maladjusted unless it is determined that they have an emotional disturbance (ED).

The inability to learn that can not be explained by intellectual, sensory, or health factors.

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

A general pervasive mood of unhappiness or depression.

In appropriate types of behaviors and feelings under normal circumstances.

Assistive Technology

High Tech

1.Wii- is said to be one of the best high tech options to encourage and reinforce and continue positive behavior.

Low Tech

1.Behavioral Chart-allows students to visually see behavior changes

2.Points sheets-allows students to keep track of positive reinforcement for motivation.

3.Book of Possibilities-allows students to visually keep track of goals.

Mid Tech

1.The Talklight-a light flashes according to the noise level in the room. It can help settle students down and with transitions.

2.Ipod-plays music as a calming activitiy

“IDEA.” Individuals with Disabilities Education Act, 15 Feb. 2022, sites.ed.gov/idea.

Wagner, M. M. (1995). Outcomes for Youths with Serious Emotional Disturbance in Secondary School and Early Adulthood. The Future of Children, 5(2), 90–112. https://doi.org/10.2307/1602359

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The IDEA's Special Education Categories: Emotional Disturbance

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Intellectual Disability - High Incidence

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Intellectual Disability - High Incidence

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References

“IDEA.” Individuals with Disabilities Education Act, 15 Feb. 2022, sites.ed.gov/idea.

What is intellectual disability? Psychiatry.org - What is Intellectual Disability? (n.d.). Retrieved April 10, 2022, from https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

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Intellectual Disability - High Incidence

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Intellectual Disability - High Incidence

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Intellectual Disabilities

Causes: Pregnancy or birth complications, genetics (Fragile X Syndrome, down syndrome), health problems in infancy (ei- measles), contact with poisonous substances such as mercury or lead.

Common Traits

Ability to perform daily activities such as dressing, restroom use independently

Ability to comprehend & follow social norms

Learning Takes longer

Difficulty understanding new concepts

Limited Vocabulary

Assistive Technologies

Patience=Slow down. Give simplified instructions or use visuals Allow for sensory breaks, adaptive seating Model Appropriate behavior

Communicate with Speech Therapist if applicable, use sign language,  talking devices, icons or visuals

Use Connective learning to help children understand the expectation /concept. Use visuals , signs , songs etc to help children connect the idea.

Positive Reinforcement -

Focus on what should be done rather than what was done wrong.

Ability to comprehend and participate in conversation

Educational Challenges

Difficulty accomplishing complex tasks

Inappropriate behavior

IQ Below 70-75

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Top 5 Speech Therapy iPad apps - Podcast #13

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Developmental delay can be seen in many different areas. Overall, developmental delay refers to a child not reaching his or her milestone at expected times. It has to be an ongoing delay for it to be considered developmental delay. Delay can be seen in one or many areas of study; motor skills, language, social skills and learning skills.

Developmental delay can be caused by many different things but often time it is unclear why a student may have a delay.

"Under the IDEA, states may recognize children ages 3 through 9 who need special
education and related services as a result of developmental delays in physical
development, cognitive development, communication development, social or emotional development, or adaptive development."

Steps to take to see if the student is delayed in learning
1. Conduct an comprehensive evaluation. This is the foundation to determine if the student is deemed to have delayed development.
2. Make sure the student does not meet eligibility of any of the other disabilities that we are studying.

Since there are many different types of developmental delay, accommodations will var depending on what the student in struggling with. Some accommodations can be the following:

Slanted writing boards
Bigger pencils
Added time to allow more breaks for students
Have a consistent routine
Provide a supportive environment
Simplify instructions
Learn through play

All of these are things you can implement in your classroom to help the students process in learning.

Sources:

Developmental delay. AllPlay Learn. (n.d.). Retrieved April 10, 2022, from https://allplaylearn.org.au/early/educator/developmental-delay/

Teaching children with developmental disabilities: Classroom ideas. Teaching Children With Developmental Disabilities: Classroom Ideas | Intervention Central. (n.d.). Retrieved April 10, 2022, from https://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas

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What Are The Main Signs Of Developmental Delay In Children?

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Other Health Impairments (OHI) - High Incidence

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Other Health Impairments (OHI) - High Incidence

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Incidence:
When initially discussed with our cohort it was decided that Other Health Impairments is a low incidence occurrence, but after doing more research it is clear that OHI is a high incidence occurrence in students.

Discussion:
This disability category that is included in IDEA covers a variety of conditions, diseases, disorders, and injuries that substantially affect a student's strength, vitality, or alertness. The student's condition must have a substantial impact on his/her educational impact to be considered in this category.

OHI can be caused by chronic or acute health problems (lasting a long time), or ones that result from an illness or accident where improvement is expected. The impact should be for at least 60 days to be considered an OHI.

Examples are:
- Asthma
- AD/HD
- Diabetes
- Epilepsy
- a Heart Condition
- Hemophilia
- Lead Poisoning
- Leukemia
- Nephritis
- Rheumatic Fever
- Sickle Cell Anemia
- Tourette Syndrome

Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) is a subcategory of OHI and will probably have the highest incidence in your classroom of all the categories that fall under OHI.

AD/HD

The OHI category includes a "heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment." AD/HD is one of the most common conditions that result in referral for special education services as an OHI.

Students with AD/HD can be categorized in to three distinct subtypes:
1. Predominantly Inattentive AD/HD
2. Predominantly Hyperactive-Impulsive AD/HD
3. Combined Type AD/HD

Teaching Strategies

- Provide student with extra time when moving from one activity to the next
- Use specific techniques to help students organize their thoughts and materials
- Allow extra time to finish assignments
- Post daily and weekly schedules with activities listed
- Keep schedules as consistent as possible
- Teach students to create their own goals and how to manage this through: Defining goal, developing objectives to achieve goal, and defining actions necessary to achieve the desired outcome.

Assistive technologies
There are no specific technological devices that are recommended for students with AD/HD, but there are a number of tools that can be helpful in strengthening and supporting the organizational abilities of these individuals. Examples are:
- Notebooks and Dividers
- Personal Digital Assistants
- Dictating Machines

Because of the wide variety of conditions that fall in the OHI category, the assistive technology needed will be determined by the needs of the student. Mostly students can benefit from the same technological supports that are used with their peers in the classroom.

Work Cited:
Logsdon, A. (2020, September 17). Other health impairment disability category for special ed students. Verywell Family. Retrieved April 10, 2022, from https://www.verywellfamily.com/other-health-impairments-2162517#citation-4
U.S. Department of Education. Individuals with disabilities act. Sec. 300.8 (c) (9).
Murray DW, Molina BS, Glew K, et al. Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder. School Ment Health. 2014;6(4):264-278. doi:10.1007/s12310-014-9128-6
Low and high incidence disabilities. Assistive Technology Resource GENIE. (n.d.). Retrieved April 10, 2022, from https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html
Health impairments. Project IDEAL. (n.d.). Retrieved April 10, 2022, from http://www.projectidealonline.org/v/health-impairments/#:~:text=Definition,effectively%20access%20the%20educational%20environment.

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Students who are categorized as having visual impairment are students with low vision or who are blind. The extent of a students impairment condition is based on their eye condition. Since schooling is so much visual based learning, having a visual impairment can produce many challenges upon a student. Children in particular learn so much by visual learning. However, thanks to so much progression over the years, our world has discovered many ways to accommodate these students.

Although the student is the best source for what accommodations fit them best, here is a list of some tools that can help students with visual impairments:

-Audio-taped notes

-Verbal description of visual aids

-Adaptive lab equipment (taking calculators and thermometers)

-Oral testing

- Preferred seating- seating facing away from windows

There are many more examples as well. Let us also remember, accommodations do not reduce the level of learning or the grade level for the student, rather decrease or eliminate any interference from the disability.

Technology assistance
-Brailletouch- an app that gives braille keyboards a place on the screen
-Voiceover- an app that is an audio keyboard that writes down what you say out loud.

How technology for visually impaired is helping people get an education. Braille Institute. (2021, September 15). Retrieved April 10, 2022, from https://brailleinstitute.org/blog/sight-loss-blog/how-technology-for-visually-impaired-is-helping-people-get-an-education

Visual impairments. NSTA. (n.d.). Retrieved April 10, 2022, from https://www.nsta.org/visual-impairments

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Teaching Children with Visual Impairment: Creating Empowering Classrooms

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Specific Learning Disability - High Incidence

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Specific Learning Disability - High Incidence

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Specific Learning Disability is considered a high-incidence disability. It can be defined as a disorder in one or more of the basic physiological processes involved in understanding or using spoken or written language. Students might have imperfect ability to listen. think, read, write, spell, and/or perform mathematical calculations.

It's important to note that this learning disability category can include conditions linked to perceptual impairments, brain injury, minimal brain dysfunction, and developmental aphasia.

It does not include the learning problems that are a result of the following:
- visual, hearing, or motor impairments
- intellectual disabilities
- emotional disturbance
- environmental, cultural, or economic disadvantage

Students with learning disabilities can possess a very wide range of characteristics and will never have an identical profile of strengths and weaknesses. One student could have a deficit in one area where another could have a deficit in multiple areas, and both will still be labeled as having learning disabilities.

Characteristics associated with learning disabilities include academic problems, struggling with concentration, oral language or reading difficulties, written language challenges, poor motor skills, and information-processing difficulties.

Assistive Technologies differ depending on the learning disability of the student. Here is a few examples of teaching strategies that can be used in the classroom:

Students with Perceptual Difficulties:
- Highlight important characteristics of new material during teaching. For example, underline or use bold letters to draw student's attention.

Students with Attention Difficulties:
- Break larger assignments into smaller segments
- Present less information on a single page
- Use prompts or cues to draw attention to important information (written, verbal, or instructional)

There are assistive technology devices that can also be used to accommodate student learning:

Reading:
- Text to Speech Software
- Audio books
- Screen Reading Software

Writing:
- Portable Word Processors
- Auditory Word Processing Software
- Word Prediction Programs
- Online Writing Support

Work Cited:
Specific learning disabilities. Project IDEAL. (n.d.). Retrieved April 10, 2022, from http://www.projectidealonline.org/v/specific-learning-disabilities/
AboutKidsHealth. (n.d.). Retrieved April 10, 2022, from https://www.aboutkidshealth.ca/Article?contentid=653&language=English
Assistive technology for students with learning disabilities. LD@school. (2018, May 4). Retrieved April 10, 2022, from https://www.ldatschool.ca/assistive-technology/

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From the title we can all assume that we are now teaching a student with at least 2 different disabilities. These disabilities are severe and will greatly affect their education.  Multiple Disabilities is defined by IDEA as, "Concomitant [simultaneous] impairments (such as mental retardation-blindness, mental retardation, orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness."

Often deaf-blindness can be common, but they are not put into this category.

I'm going to jump straight into the technologies and other accommodations because all of the specific disabilities are posted within the 14 categories.   Some technology is the same as my other researched Category "orthopedic impairment".

Technology:
1. Mouth Stick/Head wand-allows person to interact with a keyboard if they only have movement of their head.
2. Eye Tracking Devices. Although expensive, this technology allows a person to use websites through eye movements.
3. Voice Recognition Software. Allows the person to control the computer by speaking commands.
4. Screen reading software
5. Augmentative and alternative communication devices (such as communication boards)

Other Accommodations:
1. Large space to accommodate  wheelchair movement
2. Large Desks
3. Classroom aides
4. Special seating arrangements to develop useful posture and movements
5. Instruction focused on development of gross and fine motor skills
6. Understanding of each disability to provide specific help when needed

Works Cited:

“IDEA.” Individuals with Disabilities Education Act, 15 Feb. 2022, sites.ed.gov/idea.

“Orthopedic Impairments.” Project IDEAL, www.projectidealonline.org/v/orthopedic-impairments/#:%7E:text=These%20devices%20include%3A,devices%20(such%20as%20communication%20boards). Accessed 10 Apr. 2022.

“Understanding Multiple Disabilities.” YouTube, 5 June 2012, www.youtube.com/watch?v=xKqN21OdsLQ.

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The different types of this disability can range drastically and can be subdivided.  A categorization from childraise.com, is a  "disability of the bones, joints or muscles leading to substantial restriction of movement of the limbs or any form of cerebral palsy."  They can be present at birth or can be acquired from an accident or when the spine or brain doesn't develop.

They can be divided into 3 main areas:

1. Neuromotor Impairments:  abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. This type is acquired before or at birth. The main examples include Cerebral palsy and Spina bifida.

2. Degenerative Diseases: composed of various diseases that affect motor development. The main example is muscular dystrophy.

3. Musculoskeletal disorders: Various conditions that have various physical limitations. Two examples are juvenile rheumatoid arthritis and limb deficiency.

These impairments can adversely affect the students education performance.
The technology and uses of the technology will vary drastically.

Technology
1. Mouth Stick/Head wand-allows person to interact with a keyboard if they only have movement of their head.
2. Eye Tracking Devices. Although expensive, this technology allows a person to use websites through eye movements.
3. Voice Recognition Software. Allows the person to control the computer by speaking commands.

Other Accommodations:
1. Special Desk to accommodate a wheelchair
2. Open Spaces in the classroom to move freely
3. Special Knowledge by teacher of medical needs of the student.

Works Cited:

“ChildRaise - Committed to the Empowerment of Special Children and Disability Issues.” ChildRaise.Com, www.childraise.com/ortho_hcap.html. Accessed 10 Apr. 2022.

“Special Education.” Education.Ohio.Gov, education.ohio.gov/Topics/Special-Education. Accessed 10 Apr. 2022.

“WebAIM: Motor Disabilities - Assistive Technologies.” Assistive Technologies, 12 Oct. 2012, webaim.org/articles/motor/assistive.

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The IDEA's Special Education Categories: Orthopedic Impairment

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You’ve heard the term “hearing impairment,” but what exactly does it mean? The answer is tricky because hearing impairment is a technical definition in some contexts, but in others, calling someone “hearing-impaired” is considered outdated and should be avoided.

The definition of the term "hearing impairment" depends on the context in which it is being used.

For instance, the Individuals with Disabilities Education Act (IDEA) uses “hearing impairment” as a technical term to classify hearing loss in children. The Act defines hearing impairment as any decrease in hearing, whether fluctuating or permanent, that interferes with a child’s ability to perform in an educational setting.

The term excludes deafness, which the Act defines as a hearing loss so severe that it impairs the processing of language information in an educational context, with or without the support of a hearing amplification. (webmd.com)

An educator should therefore be able to identify if a student needs special education and related services:

Signs that a child has hearing loss include:

having limited or unclear speech

not following directions or paying attention

hearing only parts of a conversation; asking for information to be repeated

not being able to hear every day sounds, like a school bell or morning announcements

learning problems

What happens once a child has been identified with a hearing impairment?

Educators, audiologists (experts who diagnose and treat hearing problems), speech therapists, parents, and students with hearing loss can work together to create an educational plan. This may include setting up an individualized education program (IEP) or 504 plan to help kids reach their full potential. Plans may include a classroom aide or interpreter to assist with communication and more. As a child grows, this plan will change. (Inverso, 2021)

What accommodations can be made by teachers in their classroom?

Make seating changes

Minimize background noise when possible

Use an FM system

Face students when you speak

Use lots of pictures, graphics, and text labels

Use technology to make learning easier

Have a plan for missed instruction, assignments, and testing.

Talk about and celebrate differences

Encourage participation in classroom activities, physical education, and extracurricular activities.

What assistive technologies are available to support the hearing impaired?

Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there’s a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better. (NIDCD, 2019)

Examples of ALDs:

Hearing loop (or induction loop) systems use electromagnetic energy to transmit sound;

FM systems use radio signals to transmit amplified sounds;

Infrared systems use infrared light to transmit sound; and

Personal amplifiers are useful in places in which the above systems are unavailable.

Resources:

webmd.com - What Is Hearing Impairment?

https://www.webmd.com/connect-to-care/hearing-loss/what-is-hearing-impairment

kidshealth.org – Hearing loss factsheet (for schools) (2019), Danielle Inverso, AuD, Phd
https://kidshealth.org/en/parents/hearing-factsheet.html

National Institute on Deafness and Other Communication Disorders - Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders
https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
edu.glogster.com - https://edu.glogster.com/glog/hearing-impairment/2rn48lgtihb

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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 44 children in the United States today. (autismspeaks.org)

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. (autismspeaks.org)

Once a student has been identified as possibly needing special education, the child is evaluated to determine their eligibility for special education services. During an Individualized Education Program (IEP) meeting, eligibility is decided and the IEP is written. (IEP Flowchart)

Services provided will typically include the following assistive technologies and other accommodations:

Assistive Technologies:

Because people with autism don't have obvious physical disabilities, and many people on the spectrum are verbal, it's easy to forget how helpful assistive technology can be. For people on the autism spectrum, assistive technology can help in many different areas of life. (Judy, 2021)

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

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

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

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

Other Accommodations:

In other to provide these students a quality education, certain modifications to a classroom and/or teaching habits are required, including: (elemy.com, 2021)

Low-distraction work areas;

Printed schedules of activities & events;

Visual cues for common requests;

Earplugs;

Sensory retreat spaces;

Exercise breaks; and

Classroom aides

Are Changes Mandatory?

School districts are required to provide an appropriate education to all students. They are not required to create an ideal environment. As much as you might like to overhaul everything you do to benefit your autistic students, you may not have the school district’s support to make those sweeping alterations.

But making a few subtle adjustments to your classroom setup and your teaching style could help your autistic students to do well in class. With each change you make, you’re showing all students that those with autism deserve adjustments from their neurotypical peers. This helps to create a safer, more supportive learning and social environment for autistic students. (elemy.com, 2021)

Resources:
Autism Speaks - https://www.autismspeaks.org/what-autism
verywellhealth.com - Assistive Technology for Autism, Judy Jo Rudy, 2021 https://www.verywellhealth.com/assistive-technology-for-autism-5076159

elemy.com - 7 Helpful Accommodations for Autistic Students

https://www.elemy.com/studio/autism-and-education/accommodations/
YouTube: https://www.youtube.com/watch?v=SEWkmAPl24s

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A short animation about Autism and awareness

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Deaf-Blindness signifies a condition of concomitant hearing and vision loss such that students cannot be accommodated by accommodations solely focused on deafness or blindness.  Some people are born without hearing or sight, while others may lose one, the other or both as they age. Students with deaf-blindness often have additional disabilities. Their response times may be slow, and teachers should provide ample time to respond.

Students with deaf-blindness rely on their sense of touch in order to communicate effectively.  Students who are deaf-blind should be given control over their own communication.  Their response times may be slow, and teachers should provide ample time to respond.

Principle communication systems for students who are deaf-blind include:
- Touch cues
- Symbolic communication (object or picture symbols)
- Sign language
- Gestures
- Finger-spelling
- Sign language
- Braille
- Lip-reading
- Tadoma method of speech reading: Tadoma - Wikipedia
- Large print

Assistive technologies for students with deaf-blindness include:
- Braille translation software
- Braille printers
- Screen readers (for those with some hearing)
- Screen enlargement software (for those with some vision)
- Refreshable Braille display (converts text to Braille)
- Braille notetaker
- Optical character reader
- Electronic Braillewriter

Citations:

Project IDEAL. "Deaf-Blindness." Published 2013.  Accessed April 8, 2022. http://www.projectidealonline.org/deaf-blindness/.

Yakima Valley College. "Disability Awareness Deafblind Student Success."  YouTube, October 20, 2020.  Accessed April 8, 2022. Disability Awareness Deafblind Student Success - YouTube - video above.

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Disability Awareness Deafblind Student Success

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Teachers may recognize deafness in students per the following conditions:

- Difficulty following verbal instructions
- Difficult with oral communication
- Challenges with social/emotional and interpersonal skills
- Language delay
- Rarely takes on a leadership role, follows other students
- Difficulty with articulation
- Can become frustrated if needs not met, behavioral challenges
- May not use hearing aids for fear of embarrassment or rejection

Accommodations for students who are deaf include:

- Hearing aids &/or FM systems
- Sign language or oral interpreters
- Captioning services, such as a CART (Communication Access Real-time Translation) accessed via a computer system
- Using a microphone in class (I had a student who used a sound field linked to a microphone, so they could sit anywhere in the class accessible to the sound field)

Teachers can assist students who are deaf by:

- Ensuring assistive technologies are working properly
- Providing preferential seating, i.e. close to the teacher
- Providing copies of class notes
- Using closed captions for all videos
- Using a microphone in class
- Minimizing background noise in the classroom environment
- Using visual approaches and provide visual materials when possible
- Enunciate words clearly with clear lip movement
- Provide alternatives for assessment when necessary
- Using small group work

Citations:

Boston Children's Hospital.  "Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting."  YouTube, November 5, 2019.  Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting - YouTube - video above

Student Disability Services. "Deaf or Hard of Hearing Accommodations."  Cornell University.  Accessed April 8, 2022.  Deaf or Hard of Hearing Accommodations | Student Disability Services (cornell.edu)

Watson, Sue. "Recognizing Characteristics of Deafness and Hearing Loss in Students." ThoughtCo, July 31, 2021.  thoughtco.com/recognizing-characteristics-of-deafness-3110771.

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

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Consequences of a Traumatic Head Injury depend on the area of the brain injured and can affect many functions of the brain. It can cause possible changes in personality and behavior, deficits in memory,
reasoning, difficulties with perceptual skills and expressive language, changes in motor or sensory functioning etc.

Because impairments will vary on case by case, it is important the student's needs and impairments are assesed by a team of experts (incl. doctors), and regularly (as the condition of the student evolves).

Assistive Technologies:
Tape recorder
Mnemonic device
Text to speech programs
Note taker
Audio books

Accomodations:
- Set up an individual education program development team (parents, specail educator, teachers, doctors)
- Clear schedule with frequent breaks
- Permit audio recording for later playback
- Clear goals and directions (repeat them)
- Visual cueus in classroom
- Allow for additional time to finish task
- Change seating arrangements to allow more space and front seating

References:  Jeffrey Kreutzer, Phd, Nancy Hsu. Accommodations Guide for Students with Brain Injury. (October 27, 2011). Brainline.org

American Academy of Special Education Professionals. Special education eligibility. http://aasep.org/professional-development/board-certification-in-special-education-program/certificate-of-advanced-professional-development/special-education-eligibility/index.html

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Recognizing a Child's Early Brain Injury Later in the Classroom

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Incidense consensus reached by voting faciliated by @Mareva. 

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Categories on the outside are of low incidence and blue.
Categories toward the middle are of high incidence and purple.

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Speech/Language Impairment (SLI) - High Incidence

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Speech/Language Impairment (SLI) - High Incidence

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Ranked by our cohort as a high incidence disability, SLI presents a problem in communication. Speech and language disorders may reduce a person’s quality of life by reducing the ability to communicate and learn from others. During a child’s early developmental milestones speech and language are the ability to make and understand sounds that form words. If a child isn’t babbling by 9 months or is using fewer than five words at 18 months, then there is a possibility this child might have a speech or language disorder (“About Baby Development and Developmental Milestones.” Raising Children Network).It can also present itself later in life caused by physical impairments, damages to the nerves or part of the brain that controls speech, or diseases, such as Parkinson’s disease or ALS. (Netter, “Speech Disorders and Getting Disability)

Examples of SLI:

Dysarthria, physical weakness, or paralysis of the speech muscles caused by nerve or brain damage.

Dysprosody, is characterized by changes in the intensity of volume, the timing of words, and rhythm and intonation of words while speaking.

Articulation disorders, difficulties with physically learning how to produce sounds.

Phonemic disorders, difficulties learning the different sounds in language, and how one sound may be used in many places. It is common for individuals to have both articulation and phonemic disorders together.

Voice disorders, physical impairments with your larynx or vocal resonance.

Apraxia of speech, the inconstant production of sound, and the rearranging of sounds within words.

Aphasia, is characterized by difficulty using words and senteces.

Muteness, an inability to speak.

Stuttering.

(Netter, “Speech Disorders and Getting Disability)

Assistive Technologies and other Accommodations for SLI:

Augmentatitive Communication Board:
Helps the person express ideas and feelings visually and tactically and removes the barrier of commnicating orally.

Graphic Organizers:

These are apps and software that allow the user to see ideas visually and make connections with ease and flow. Interruptions in the general thought process can be caused by speech or language impairments which may in turn cause frustration and lack of engagement in the task at hand.

·         Inspiration – This software helps students organize ideas visually without the challenge of handwriting or spelling requirements. The content can be instantly translated into outlines for essays or compositions.

·         Spark-Space – This software supports the writing of students who are visual learners through the use of functions such as the idea mapping essay writer tool.

·         Audacity – Audacity is a free software program that allows you to record and edit sounds.

·         SimpleMind+ – This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically

(“Assistive Technology for Students with Learning Disabilities.” LD@School,)

Sources:

“About Baby Development and Developmental Milestones.” Raising Children Network, 13 Aug. 2020, https://raisingchildren.net.au/newborns/development/understanding-development/baby-development.

“Assistive Technology for Students with Learning Disabilities.” LD@School, 4 May 2018, https://www.ldatschool.ca/assistive-technology/.

Lorraine Netter, Contributing Author. “Speech Disorders and Getting Disability.” Www.disabilitysecrets.com, Nolo, 26 July 2018, https://www.disabilitysecrets.com/resources/disability/speech-disorders-and-getting-disability.htm.

Meena. “Introduction to Augmentative & Alternative Communication: Aided Symbol Systems.” SlideServe, 10 Sept. 2014, https://www.slideserve.com/meena/introduction-to-augmentative-alternative-communication-aided-symbol-systems.