# data[].attributes.body
Individuals with traumatic brain injury may experience impairments in any of the following areas:

Memory and Cognition

Social Skills and Emotional Regulation

Attention and Impulse Control

Speech & Language

Physiological Functionality

"Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma." Meaning that injury occurs at some point after birth, and typically from 3 different methods: direct impact, acceleration-deceleration, or blast wave injuries.

Sources
https://do2learn.com/disabilities/CharacteristicsAndStrategies/TraumaticBrainInjury_Characteristics.html

# data[].attributes.body
Communication

Speech generative devices like GoTalks
or text to speech devices for writing

Recording devices for presentations

Mobility

Canes, walkers, and other assistive devices for moving around

Weighted spoons and pencil grippers for those with affected finger dexterity

Wheel chair and accessible bathrooms

Visual

Large print and magnifying glasses for textbooks and instructional tools

Talking clocks and calendars or watches

Visual Assistant provides imagery for instructions and also has other functions to allow for messages that give step-by-step instructions for tasks that can be preprogrammed

Memory Assistive

Checklists and planners with reminders for tasks

Labels

Voice recorders for memo recording, or devices like Voice Cue or Watch Minder®

Devices like Ultra Key Seeker for finding lost or misplaced items like keys or wallets

There are devices for the kitchen as well for the stove like Boil Alert or Stove Power Controller that have alerts and automatic shutoffs, or Talking Microwave II for voice prompts

Pill Alert for taking medications can be downloaded onto device like the Palm Pilot or cellular devices.

Sources
https://guides.library.illinois.edu/c.php?g=497977&p=3409451#:~:text=Assistive%20technologies%20can%20be%20%22high,devices%20(speech%20generating%20devices)
https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury

# data[].attributes.body
Examples of accommodations include:

Allowing additional time to complete work

Allowing for extra or extended breaks

Grading the quality of work over the quantity of work (not how much the student did, but how well they did)

Providing the student with the instructor’s (or detailed) notes

Allowing the student to record classroom instruction for later playback

Providing clear oral and written instructions

Implementing assistive technology when applicable

When the teacher is grading the student’s work, they may reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment

Seat the student at the front of the classroom or near the teacher

Not requiring the student to read aloud or present material in front of classmates

Allowing additional time to complete tests without distractions

Allowing oral examinations

Assessing knowledge using multiple-choice questions

Sources and Additional Reading:
https://do2learn.com/disabilities/CharacteristicsAndStrategies/TraumaticBrainInjury_Strategies.html

https://www.biausa.org/brain-injury/about-brain-injury/children-what-to-expect/children-brain-injury-impact-on-education

# data[].attributes.attachment_link.description
The Brain Injury Association of America is helping individuals who have had a brain injury return to as normal of a life as possible. Watch our video to learn more.

# data[].attributes.body
Intellectual disability involves problems with adaptive functioning (the demands of everyday life e.g., social skills, independent living etc.) and intellectual functioning (mental abilities e.g., learning, judgement, problem solving, reasoning etc.). Students with intellectual disabilities have limitations regarding mental functioning. These students may experience weakness in learning ability, low academic achievement, poor social skills and deficits in memory, adaptive behavior, attentiveness and motivation.

More reading:
https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

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

Impact of intellectual disability

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

difficulty understanding new information

difficulties with communication and social skills

slow cognitive processing time

difficulty in the sequential processing of information

difficulties comprehending abstract concepts.

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

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

Teaching strategies

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

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

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

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

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

Students may benefit from using assistive technology.

Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead

Use clear, succinct, straightforward language.

Reinforce learning by using real-life examples and environments.

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

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

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

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

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

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

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

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

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

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

Assessment strategies

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

Allow extensions to assignment deadlines

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

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

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

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

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

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

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

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

Resources

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

# data[].attributes.body
·        Text to speech

·        Kurzweil (text magnification, 18 languages and dialects, talking spell-checker

·        Graphic organizers – to help organize thoughts and map out such as Draft:Builder

·        Proofreading software – Ginger, Ghotit

·        Math technology and tools

·        Recordings of lessons – students can review lessons

More reading:
https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/

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

But as the number of students in special education programs has increased, the supply of special education instructors has not kept pace. Based on the Department of Education's Teacher Shortage Area Nationwide Listing, 47 states in the 2014-15 school year were in need of special education instructors.

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

Text to Speech

As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.

At about the size and weight of a paperback book, the Intel Reader is mobile enough to use in any environment. Students can also transfer content from a home computer, or save generated audio versions of printed materials to a computer. Available voices vary in gender, pitch and speed.

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

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

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

Graphic Organizers

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

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.

Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.

Assistive Listening Systems

A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.

Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.

Sip-and-Puff Systems

Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.

Proofreading Software

Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.

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

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

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

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

Ginger is available for Windows and Macintosh systems, as well as for use on iOS and Android mobile devices.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.

Math Tools

A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.

Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.

The Takeaway for Students, Parents and Teachers

Thanks to the rapid advances in assistive technology, students, parents and teachers have a seemingly limitless number of tools at their disposal.

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

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states in the 2014-15 school year reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

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

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.

# data[].attributes.attachment_link.title
5 Assistive Technology Tools That Are Making a Difference

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

# data[].attributes.body
·        Clearly outline learning targets, key concepts and vocabulary

·        Provide enough opportunities to practice acquired skills

·        Scaffolding – a big concept can be divided into smaller concepts

·        Use concise and clear language

·        Make learning relatable: use real-world examples

·        Provide information in verbal and written form especially directions, procedures or processes

·        Provide resources in advance – a week or two before you discuss the concepts in class

·        Vocational programs

·        Avoid memory overload

·        Review (a lot and within a day or two) – this improves retention

·        Supervised practices – this helps to prevent misconceptions

·        Help students visualize the information (use visualization)

·        Have students track their progress

·        Accommodate different learning styles: use a wide range of formats when presenting information – overheads, worksheets, videos, presentations and handouts

·        Use different teaching methods

·        Repeat important information

·        Concept checking questions

·        Provide one-on-one support

·        Allow extensions to deadlines

·        Minimalize distraction in the classroom and provide enough ‘brain-breaks’

Read more: https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability
https://classful.com/students-with-an-intellectual-disability/

# data[].attributes.attachment_link.readable_text
As one of the most common developmental disabilities found within mainstream schools, most teachers will work with students with an intellectual disability frequently during their careers.

As such a vast, overarching umbrella, there are many different definitions and levels of difficulty for students with ID, making it even more essential to provide excellent strategies and a suitable learning environment for children that need that extra helping hand.

Diagnosed and supported by the Individuals with Disabilities Education Act, or IDEA, students with ID and their educators are provided with plenty of resources and tools to ensure they receive the education they need, with the accommodations they require to succeed.

Understanding students with an intellectual disability?

A broad category that includes various skill levels, severities, and support requirements, an intellectual disability can involve problems with an individual functioning intellectually and/or adaptively.

Examples of difficulties around intellectual functioning can include problem-solving, the ability to communicate effectively, or the capacity to learn. Adaptive functioning and behavior may include specific challenges such as hygiene, routines, or even day-to-day social skills. Some of the most common causes of ID are:

Genetic conditions - most commonly caused by abnormal genes inherited from the parent or due to errors in the combination of genes during development. IDs under this category may include Down syndrome and PKU or Fragile X Syndrome.

Gestational problems - a result of the baby not developing properly inside the mother. There are many causes for ID due to problems during pregnancy. Drinking during pregnancy or contracting a serious infection can cause this.

Birth problems - in prolonged or difficult births, where the baby may not be getting enough oxygen, the child's chance of an ID is greatly increased.

Health issues - various diseases and health concerns can lead to intellectual disabilities, such as measles or whooping cough. Malnutrition, poisoning, or lack of access to prompt medical care can also result in ID due to ill health.

Intellectual disability is not classified as a disease or a mental health problem. Over 425,000 children in the US have a form of intellectual disability and require special education or other accommodations within mainstream schools to succeed and learn effectively. While there is no cure for ID, there is plenty of evidence that with extra time and patience, children and individuals with this disability can accomplish and achieve many things, both in life and academically.

Students with an intellectual disability in the classroom

For children with an intellectual disability, certain aspects of development and learning can be stressful, difficult, or otherwise inaccessible. These challenges are especially obvious in the classroom, with many students with ID struggling with learning effectively. These characteristics can lead to impaired understanding and difficulty understanding concepts or 'keeping up' with other students.

For many ID children, the following difficulties may apply:

Difficulty in developing social and communication skills

Increased time needed for cognitive processing of tasks or new learning materials

Difficulty in understanding new or different information

Difficulty understanding or comprehending concepts that are abstract

Difficulty processing information sequentially

Because ID is a blanket term - similar to autism spectrum disorder in the classroom - children with this disability can require higher support and resources or none. With intellectual disabilities understood more than ever before when it comes to the needs and support of individuals with this disability, there is ample information for teachers and parents to provide insight into what an intellectual disability is.

For students with an intellectual disability, this is often not the only reason they struggle to work in a mainstream school environment. Between 40-60% of students with ID are also on the spectrum, leading to further difficulties in effective communication and learning.

Teaching students with an intellectual disability

When offering students with ID a fulfilling, suitable, and productive learning environment, it's important to consider the accommodations and requirements the child may need to perform as well in a mainstream education setting as other students. As such, employing practical strategies can be the perfect place to start.

These strategies are more versatile than simply applying to ID; there is also a great deal of crossover with the challenges faced by students with other learning difficulties, such as ADHD or autism spectrum disorder. As such, developing the insight and techniques needed to support students with ID can benefit a range of children.

Here are just a few of the teaching methods that educators can employ to support students with an intellectual disabilities:

Using small steps

For students with an intellectual disability, breaking down each learning task into small, easy-to-digest steps can be invaluable. Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture.

This step-wise approach is the basis of many different learning models for all kinds of students, with each step and level of investment varying according to the specific requirements of the individual student.

Modify teaching to be more hands-on

Students with ID are known to struggle with abstract concepts individually, making some traditional teaching styles incompatible with their specific challenges. Opting to go more hands-on with teaching can provide a more kinesthetic approach for students.

An example of this would be teaching gravity by demonstrating how it functions in the real world by dropping an object to illustrate the force.

Think visual

The visual world and what is directly in front of the child are important factors in teaching a student with ID. They tend to do best in environments where visual aids or support is provided, whether to learn specific subjects or map their completed progress. Using charts with ID students has proven to be highly effective, especially with direct, immediate feedback.

For more insight into these teaching methods and why they are suitable for students with ID, this article on AAC offers further information and guidance.

Five ways to incorporate intellectual disability strategies into your classroom

While there are many general strategies and suggestions surrounding ID in the classroom, implementing those opportunities, and including them in your curriculum, is a different challenge altogether. But in mainstream schools, it's essential to balance offering support to your students and providing a well-rounded teaching experience.

These five methods offer simple, effective ways to incorporate elements of ID-suitable guidelines into any classroom with minimal disruption and excellent results:

1. Use baby steps

Start by breaking each lesson down into its simplest, most vital components. These steps can be provided to ID students alongside teaching a wider class to ensure they can keep up and develop the same understanding as their peers. To reduce frustration and encourage participation, this method is highly effective.

2. Incorporate more physical learning experiences

Whether using physical items to support learning in sciences or maths or simply offering a direct way for students to connect their learning to the real world, this method can be invaluable for all your students to help them develop their knowledge more well-rounded way.

3. Start a feedback book or chart

Students with ID can greatly benefit from immediate and consistent feedback. Using a feedback book or chart can create a record of that feedback, allowing the student to look back and see their development in black and white.

4. Encourage music in the classroom

Music can be a vital part of learning and development for any student, but for those with ID, it can be an especially powerful motivator. Music alongside concepts or lessons can help them retain information and offer greater engagement in the subject.

5. Provide visual stimulus

Whether it's simply drawing the concept, you're describing on a whiteboard or providing students with video or photographic content to study. ID students find it easier to focus when visually involved in the learning process.

With an intellectual disability such a common difficulty for many students, it's vital to ensure that they receive the same level of care and attention when it comes to their education as any other student. At the same time, teachers, educators, and parents must work together to ensure they provide the best environment for every student.

How we can help you with students with an intellectual disability

Platforms like Classful provide educators with the resources they need to make their classroom the best it can be for intellectually disabled students, and have never been quicker or easier. We do all the hard work for you, and you raise the money you need to support your favorite teacher and improve the educational possibilities of students with intellectual disabilities in the classroom.

# data[].attributes.attachment_link.title
Students with an Intellectual Disability (5 Methods to Help) - Classful

# data[].attributes.attachment_link.description
As one of the most common developmental disabilities found in schools, most teachers will help students with an intellectual disability during their career.

# data[].attributes.body
Printable graphic organizers: https://www.hmhco.com/blog/free-graphic-organizer-templates

https://www.adcet.edu.au/resource/9207/webinar-inclusive-education-at-the-university-of-sydney-tertiary-education-for-people-with-intellectual-disability

# data[].attributes.attachment_link.title
Video - ADCET Webinar: Inclusive Education at the University of Sydney: Tertiary Education for People with Intellectual Disability

# data[].attributes.attachment_link.description
This webinar, hosted by ADCET in partnership with ATEND, was held in November, 2015. Presented by Friederike Gadow and Jemima MacDonald from the Centre for Disability Studies (CDS) at the University of Sydney. The presentation focuses on the Inclusive Education Program that supports people with Inte…

# data[].attributes.body
Concomitant impairments (such as cognitive disability-blindness, cognitive disability-orthopedic impairment, and cognitive disability-deafness, etc..) the combination of which causes such severe educational needs that they cannot be accomodated in special education programs solely for one of the impairmets, except the term does not include deaf-blindness because it falls under it's own classification under IDEA.  In other words, a student whose special needs are categorized under multiple disabilities requires coinciding adaptations for more than one disability. (Chapter 7 Rules and Regulation on Services for Children with disabilities and from my son's IEP book.)
https://youtu.be/DhCDtFE8JMQ

# data[].attributes.body
Any item, piece of equiment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. This does NOT include a medical device that is surgically implanted or the replacement of a device. This also can include alternative communication methods-using pictures to communicate along with words, text to speech technologies, hear aids and sign language, and alternative textbook.  https://www.understood.org/en/articles/8-examples-of-assistive-technology-adaptive-tools

# data[].attributes.attachment_link.title
Examples of Assistive Technology and Adaptive Tools in the Classroom | Understood

# data[].attributes.attachment_link.description
Kids can use assistive technology to help with learning and thinking differences in the classroom. Learn about nine common examples of assistive technology and adaptive tools at school.

# data[].attributes.body
Given the numerous disability category combinations possible, the designation of multiple disabilities encompasses a broad rant of traits. However, the NICHCY lists several common characteristics, including hampered speech and communication skills, challenges with mobility and a need for assistance in performing everyday activities. (Information taken from my son's IEP book)

# data[].attributes.body
Modifications-a change in what is being taught to or expected from the student (ex: make the assignment simpler)
Accommodations-a change that helps a student overcome or work around a disability. (ex: oral test vs. written test)
Organizational support: extended time, copied notes provided by teacher, assignment book
State and Local assesments-small group testing, assistance from staff (one on one para support), additional time, alternative schedule, prompting and cueing, extended breaks, highlighter, alternative test
Academic and testing-calculator as needed, reading aloud, simplifying/repeating directions, allow verbal explanations, allow printing
Behavioral strategies-increse praise, frequent cueing, frequent feedback, frequent redirection, one on one support, reinforcement charts (ex: behavior book/daily checklist of behavior with reward at the end of the week
Use of special education aides-routine / structure, sensory breaks, relaxation techniques, PT, and OT
(resources from my son's IEP book)

# data[].attributes.body
“A bone, joint, or muscle related disability so serve that it negatively affects a child’s educational performance” (Logson, 2021)
These can be caused by disease (poliomyelitis), genetic abnormalities (missing limb, spins bifida, muscular dystrophy), injury or disorders (cerebral palsy) and may happen at any stage of a child’s life.
Many students with orthopedic impairments have normal cognitive abilities and should be included in mainstream classes. There may be other disabilities effecting the students as well especially where there has been brain involvement.

www.verywellfamily.com/what-is-orthopedic-impairments-2162506
www.drhbillhefley.com/what-is-orthopedic-impairment
www.projectidealonline.org/v/orthopedic-impairments

# data[].attributes.body
Two areas to consider:
Positioning and mobility

Canes, walkers, wheel chairs, crutches

Specialized exercise equipment

Specialized chairs, desks and tables to allow proper posture

Ramps, elevators

Cup holders,

slant boards

Access to Information

Speech recognition software

Screen reading software

Augmentative and alternation communication devices

Materials to improve gross and fine motor skills e.g a mouse, trackballs, adapted keyboards, alternative keyboards, switches

https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments

# data[].attributes.body
Accessible classrooms wide entrances/aisles, seating)
Accessible bathrooms
Ramps, elevators
Short distances between classes
Uncluttered workstations
Note takers, scribes, lab assistants
Parking/drop off spaces
Transport specialized buses,
Awareness of medical condition (affect on student e.g getting tired)
Therapists: physical, occupational, speech and language
Adapted Physical Education teachers

http://www.projectidealonline.org/v/orthopedic-impairments/
https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/

# data[].attributes.body
An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of "deafness." Deafness is a separate category. Hearing impairments can occur in one or both ears and with varying degrees of severity.

This is among the least commonly diagnosed of the 14 disabilities.

http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf

# data[].attributes.body
Hearing aids (depending on the severity)

Amplification systems to allow students to hear better

Audio recorders (taping lessons)

Captioned videos

assistive listening

TTY Telephones (allows you to make and receive phone calls easier)

Voice recognition technology

https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/legislation-and-policies/laws-impacting-students.html

https://askjan.org/solutions/TTYs-Text-Telephones.cfm

# data[].attributes.body
Language Delay can easily happen so it is important to use communication methods that are visual, like signing, subtitles, etc. and give proper speech training early on in order to help minimize this.

Accommodations:

Allow students to sit in the front row to hear the teacher better and to allow for lip reading

Have the student attend regular speech, language, and auditory training from a specialist as they can suffer from unclear speech

Communication from teachers with sign language or finger spelling

Get an interpreter for students who use sign language

Assign a notetaker

Written materials

Tests: extended time, interpreters, scribes (recording dictated responses)

Allow students to have quiet spaces to listen and learn

https://www.graduateprogram.org/2021/11/how-to-best-help-students-hard-of-hearing/
https://www.nationaldeafcenter.org/accommodations-101
https://www.parentcenterhub.org/hearingloss/

# data[].attributes.body
Specific Learning Disabilities (SDL) are neurodevelopmental disorders that are classified as mild, moderate or severe.
They are an impairment in understanding language [imperfect ability to listen, think, speak, read, write, spell] or do math.
Examples: dyslexia, dyscalculia, dysgraphia, auditory processing disorder, language processing disorder, nonverbal learning disabilities, visual perceptual disabilities, brain injury, developmental aphasia

Does not include: visual/hearing/motor disabilities, emotional disturbance, disadvantage due to social factors

sinche.uom.gr/sites/default/files/14_disability_categories_under_idea_pdf
https://psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder
https://www.intechopen.com/chapters/79619

# data[].attributes.body
Deafblindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around.

It's also sometimes called "dual sensory loss" or "multi-sensory impairment".

A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life.

These problems can occur even if hearing loss and vision loss are mild, as the senses work together and one would usually help compensate for loss of the other.

# data[].attributes.attachment_link.readable_text
Deafblindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around.
It's also sometimes called "dual sensory loss" or "multi-sensory impairment".

A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life.

These problems can occur even if hearing loss and vision loss are mild, as the senses work together and one would usually help compensate for loss of the other.

Signs of deafblindness

Deafblindness most commonly affects older adults, although it can affect people of all ages, including babies and young children.

In older people, it may develop gradually and the person themselves may not realise their vision and/or hearing is getting worse at first.

Signs of a problem can include:

needing to turn up the volume on the television or radio

difficulty following a conversation

not hearing noises such as a knock at the door

asking others to speak loudly, slowly and more clearly

needing to hold books or newspapers very close, or sitting close to the television

difficulty moving around unfamiliar places

If someone already has either a hearing or vision problem, it's important to look out for signs that suggest the other sense may be getting worse too.

Read more about the symptoms of deafblindness.

Seeing your GP

Visit your GP if you think your hearing or eyesight may be getting worse.

If you're worried about a friend or family member, encourage them to speak to their GP.

It's best to seek advice as soon as possible, as treatment for some underlying causes of deafblindness can be more effective if started early. Early diagnosis will also ensure the person is able to access local support services sooner.

Read more about diagnosing and assessing deafblindness.

What causes deafblindness?

There are many potential causes of deafblindness. Some babies are born deafblind, but in many cases the hearing and/or vision loss occurs later in life.

Causes of deafblindness include:

Read more about the causes of deafblindness.

Living with deafblindness

A range of care and support services is available to help deafblind people.

Each deafblind person will have a different level of hearing and sight loss, which means they'll have their own individual care needs.

The general aims of care for a deafblind person are to:

preserve and maximise any remaining sight or hearing the person has - this could involve treating underlying conditions like cataracts, wearing glasses or using a hearing aid or implant

teach alternative methods of communication - such as hands-on signing or braille

help retain or develop as much independence as possible - for example, by training the person to use a long cane, a guide dog or offering a communicator guide

Your local authority should arrange an assessment to determine exactly what care and support is needed.

Read more about managing deafblindness.

Help and support

Sense is a UK-based charity that provides advice and support for deafblind people. The Sense helpline number is 0300 330 9256 (same number for textphone). Alternatively, you can email Sense: info@sense.org.uk.

Deafblind UK is another national charity that supports deafblind people and those with progressive sight and hearing loss.

You can call Deafblind UK's helpline for information and advice on 0800 132320 or text on 07903 572885. You can also email Deafblind UK: info@deafblind.org.uk.

# data[].attributes.attachment_link.description
Deafblindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around. It's also sometimes called "dual sensory loss" or "multi-sensory impairment". A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life.

# data[].attributes.body
Accommodations:

Allowing students to orally respond to test questions

Including braille in handouts

Interpretators

Teachers being mindful of not walking around as it impairs sound and lip reading

Providing extra time on tests and assignments

Providing clear handouts with large pictures and font

Notetakers

https://diverselearnerinformation.weebly.com/deaf-blindness.html

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

# data[].attributes.headline
Accommodations: 10 Basic Steps in Special Education

# data[].attributes.subject
Accommodations: 10 Basic Steps in Special Education

# data[].attributes.body
Step 1. Child is identified as possibly needing special education and related services.

Step 2. Child is evaluated.

Step 3. Eligibility is decided.

Step 4. Child is found eligible for services.

Step 5. IEP meeting is scheduled.

Step 6. IEP meeting is held and the IEP is written.

Step 7. After the IEP is written, services are provided.

Step 8. Progress is measured and reported to parents.

Step 9. IEP is reviewed.

Step 10. Child is reevaluated.

# data[].attributes.attachment_link.provider_name
Center for Parent Information and Resources

# data[].attributes.attachment_link.title
10 Basic Steps in Special Education - Center for Parent Information and Resources

# data[].attributes.attachment_link.description
When a child is having trouble in school, it’s important to find out why. The child may have a disability. By law, schools must provide special help to eligible children with disabilities. This help is called special education and related services. There’s a lot to know about the process by which children are identified as having a disability and in need of special education and related services. This section of CPIR’s website is devoted to helping you learn about that process. This brief overview is an excellent place to start. Here, we’ve distilled the process into 10 basic steps. Once you have the big picture of the process, it’s easier to understand the many details under each step. We’ve indicated throughout this overview where, on our site, you can connect with that more detailed information.

# data[].attributes.body
Text-to-Speech Software

Reminder Devices

Voice Recognition Software

Talk Light

# data[].attributes.attachment_link.title
Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically

# data[].attributes.attachment_link.description
Spread the loveBehavioral disabilities can be challenging for educators because there seem to be very few aids available. The struggling students can be very disruptive to the classroom experience, making it hard for others to learn. As edtech begins to play a more prominent role in our school districts, teachers may want to consider that assistive technology could help.

# data[].attributes.body
1. Low Tech:

1. Behavior Charts: These are an easy low tech device that can be used regularly to keep a student on track through out the day. There are many types of these charts that have easy access and are free to print!

2. Critical Thinking: Each set of these cards contains the information of different types of thinking. It helps students learn how to deal with emotions, how to solve problems, learning the difference between fact and inference, and lastly learning how to make predictions. These cards are very low tech and have an amazing low price!

3. Pull Talk: This device includes four detachable pouches that clip on to a students belt. The benefits of this device include improvements in communication, independence, the the build up of self confidence. This device may be used by children or adults. Students can create words of their own to improve reading skills and sight word recognition.

2. Mid Tech:

1. MotivAIDER:  This mid level technology is a great way to keep students focused! It is an easy to use device and it is a great way to take control of bad habits!

2. Quit Light: This device is a great way to keep control of noise level in a classroom or at home. It worlds like a traffic light and keeps students alert. It is a computerized device that has different levels of sound and it is easy to use!

3. Learning to Get Along: This great mid technology device is meant to be read allowed to the students. It is a great way to teach the simple emotional and social skills that are necessary for school and for life in general. It has many categories and fun games for students!

4. BrainPop: Is a great high technology website that allows for students to study and play games involving all different school subjects. It is an animated educational site for students where they can learn by doing something enjoyable and it is free for all students!

5. Inspiration: This interactive site can be used to build a strong foundation for thinking, comprehension and communication skills! The website includes visual organizers that makes information easier to comprehend. It is a great place for students to learn how to write outlines and create presentations!

6. Nintendo Wii: This high technology device may seem like a bad idea because it is considered a video game. However, students who receive a reward for good behavior, tend to continue that behavior. Wii is a great way for students to stay active, play games and have some sort of emotional release when playing a game. This system can also improve social skills because it requires children to take turns and to share. This is a great way for students to interact with other peers and remain in control of their emotions!

# data[].attributes.attachment_link.readable_text
There are many forms of assistive technology for students who have ED. They range from low technology and high technology. All of the technologies listed below are only a few of the many that can help people who have ED! Click on the name of each technology for more information!

Behavior Charts: These are an easy low tech device that can be used regularly to keep a student on track through out the day. There are many types of these charts that have easy access and are free to print!

Critical Thinking: Each set of these cards contains the information of different types of thinking. It helps students learn how to deal with emotions, how to so lve problems, learning the difference between fact and inference, and lastly learning how to make predictions. These cards are very low tech and have an amazing low price!

Pull Talk: This device includes four detachable pouches that clip on to a students belt. The benefits of this device include improvements in communication, independence, the the build up of self confidence. This device may be used by children or adults. Students can create words of their own to improve reading skills and sight word recognition.

Quit Light: This device is a great way to keep control of noise level in a classroom or at home. It worlds like a traffic light and keeps students alert. It is a computerized device that has different levels of sound and it is easy to use!

MotivAIDER: This mid level technology is a great way to keep students focused! It is an easy to use device and it is a great way to take control of bad habits!

Learning to Get Along: This great mid technology device is meant to be read allowed to the students. It is a great way to teach the simple emotional and social skills that are necessary for school and for life in general. It has many categories and fun games for students!

Inspiration: This interactive site can be used to build a strong foundation for thinking, comprehension and communication skills! The website includes visual organizers that makes information easier to comprehend. It is a great place for students to learn how to write outlines and create presentations!

Nintendo Wii: This high technology device may seem like a bad idea because it is considered a video game. However, students who receive a reward for good behavior, tend to continue that behavior. Wii is a great way for students to stay active, play games and have some sort of emotional release when playing a game. This system can also improve social skills because it requires children to take turns and to share. This is a great way for students to interact with other peers and remain in control of their emotions!

BrainPop: Is a great high technology website that allows for students to study and play games involving all different school subjects. It is an animated educational site for students where they can learn by doing something enjoyable and it is free for all students!

# data[].attributes.attachment_link.title
Assistive Technology - Emotional Disturbance (ED)

# data[].attributes.attachment_link.description
There are many forms of assistive technology for students who have ED. They range from low technology and high technology. All of the technologies listed below are only a few of the many that can help people who have ED! Click on the name of each technology for more information!

# data[].attributes.headline
Assistive Technologies (III, Early Learning)

# data[].attributes.subject
Assistive Technologies (III, Early Learning)

# data[].attributes.body
GingerTiger.net

Games & Activities

ChooseIt Maker 3

Readymades

Clicker 8 / Clicker Writer

Boardmaker Online

PixWriter

Bitsboard

# data[].attributes.attachment_link.title
Assistive Technology / Early Learning Tools

# data[].attributes.headline
Assistive Technologies (IV, Reading Tools & Text Readers)

# data[].attributes.subject
Assistive Technologies (IV, Reading Tools & Text Readers)

# data[].attributes.body
Reading Tools

Audiobooks

Symbol Supported Reading

Text Readers

Snap & Read

Read & Write for Google Chrome

iOS Speak Selection & Speak Screen

Chrome Select to Speak

# data[].attributes.attachment_link.readable_text
For students with dyslexia and other reading deficits that cause them to read below grade level, leveled readers may not be enough. While they help students learn to read, if used exclusively, they also limit students' opportunities to acquire grade-level content. As a result, they often fall behind, become disengaged and lose interest in learning. When decoding is hard for kids, they might put all of their energy into sounding out the words. With audiobooks, kids don't have to do this. That frees up their energy to focus on the meaning.

One of the greatest benefits of audiobooks is that they can motivate struggling readers. When kids aren't reading at grade level, they might not yet be reading the same books as their classmates and friends. As a result, kids like your child might feel really frustrated.

When kids listen to those books, it can make them more engaged and motivated. And that can keep frustration from taking over. At this age, it's important to develop a love of books. Kids need to be willing to become better readers for their skills to improve.

It's important to find books that hold kids' interest. Check out suggestions for kids this age. You can also look into where to find free audiobooks.

# data[].attributes.attachment_link.description
For students with dyslexia and other reading deficits that cause them to read below grade level, leveled readers may not be enough. While they help students learn to read, if used exclusively, they also limit students' opportunities to acquire grade-level content. As a result, they often fall behind, become disengaged and lose interest in learning.

# data[].attributes.headline
Assistive Technologies (V, Writing Tools)

# data[].attributes.subject
Assistive Technologies (V, Writing Tools)

# data[].attributes.body
Word Prediction

CoWriter Universal

Read and Write for Google

Word Banks

Clicker Connect

Clicker Docs

Clicker Sentences

PixWriter

Alternative Pencils

Graphic Organizers

# data[].attributes.attachment_link.description
Clicker Docs provides word prediction as well as tabbed vocabulary support. Students simply click and it adds the word to their document. This is now part of the Clicker Writer app for Chromebooks and iPads, and the new Clicker 8 program available for laptops.

# data[].attributes.body
According to the NICHCY, specific learning disabilities commonly affect skills in the areas of:
-Reading (called dyslexia)
-Writing (called dysgraphia)
-Listening
-Speaking
-Reasoning
-Math (called Dyscalculia)
Signs that a child might have a learning disability tend to appear in elementary school. Ex: difficulty learning the alphabet, problems with following directions, trouble transforming thoughts into written words and misreading math problems are all possible indicators of a specific learning diability. (information taken my son's IEP book from WCSD#1)

# data[].attributes.body
'Visual impairment is the term used to describe a loss of sight that cannot be corrected using glasses or contact lenses. There are two main categories of visual impairment:

Registered partially sighted, which means the level of sight impairment is moderate

Registered blind, which means a severe sight impairment where activities that rely on eyesight become impossible

A consultant ophthalmologist is responsible for registering an individual as blind or partially sighted. Students with visual impairments will experience varying degrees of sight loss; the majority will have some sight which may be useful for different things for each individual. For many, the visual impairment will not be obvious to others, even when someone is registered blind.'

# data[].attributes.attachment_link.readable_text
This section contains information on effective ways of supporting students with visual impairments.

Key Support Actions

Make directed reading lists available in advance, to enable the student to access and organise the materials as needed

Keep timetables and venues consistent so that the student can easily find their way and any support workers will be able to attend as agreed

Instigate strong ground rules to ensure everyone can participate in discussions even if they are unable to see visual cues

Describe all visual material, and anything written on a board

Give written feedback in typed format

What is visual impairment?

Visual impairment is the term used to describe a loss of sight that cannot be corrected using glasses or contact lenses. There are two main categories of visual impairment:

Registered partially sighted, which means the level of sight impairment is moderate

Registered blind, which means a severe sight impairment where activities that rely on eyesight become impossible

A consultant ophthalmologist is responsible for registering an individual as blind or partially sighted. Students with visual impairments will experience varying degrees of sight loss; the majority will have some sight which may be useful for different things for each individual. For many, the visual impairment will not be obvious to others, even when someone is registered blind.

How does having a visual impairment impact on study?

Support required will vary depending on the student's individual circumstances. However, students with visual impairments may need support in the following areas:

Finding, organising, transcribing and reading materials (reading speed may be slower than their peers, even when transcribed)

Negotiating areas with inflexible lighting

Participating in practical activities such as lab work or field work

Note taking, in particular from boards or presentations, or in a darkened room

Orientation, travel and route finding in Cambridge

Supporting and teaching students with visual impairments

Many principles of Inclusive Teaching are beneficial for students with visual impairments. Particular examples are highlighted below:

If, during a lecture or class, new information is written on the board, an oral explanation should be given at the same time.

Written feedback (in an accessible format) is useful as it avoids the student needing to record feedback while discussing matters of relevance.

Provision of directed reading lists in advance to enable materials to be transcribed if need be.

Provision of lecture and supervision handouts in advance in an accessible format, according to individual requirements.

All information (such as written feedback, supervision reports) and all relevant materials should be provided in an accessible format, according to individual requirements.

Extended library loans.

Permission to record lectures.

Reserved seating in lectures to ensure the student can sit close to the board.

Ground rules should be established for group work as it may be difficult for the student to interact and see from body language when it might be their turn to contribute.

Reasonable Adjustments

These adjustments should be available to students with a visual impairment:

Regular meetings with tutors and Directors of Studies should be coordinated to review adjustments and ensure that a student's support requirements are being met

Support with identifying key texts, above those provided by directed reading lists, to enable the student to choose what reading is done during term and what is done at home

Flexible lighting that can be adjusted to accommodate a student with a visual impairment (some of whom may prefer bright light and others dim light)

If slides, TV or other visual material are shown in a darkened room, this may make notetaking impossible. Handouts in advance may need to be supplemented with a notetaker, even if a notetaker is not used in other circumstances.

24 hours' notice of change of venue whenever possible, given via an accessible format. This is to ensure the student can find the venue and arrange human support if necessary.

Rest breaks may be needed due to eye strain and fatigue. On occasion, extended deadlines may also be required.

Human Support

Students who are have a visual impairment may use a range of human support. This support (often known as Non-Medical Help) is usually funded through Disabled Students' Allowances, or the University's Reasonable Adjustments Fund or International Disabled Students' Fund . Support can be coordinated through the DRC and may include Notetaking and/or recording and transcription.

Technological Support

There is a variety of assistive technology, including numerous software packages and forms of equipment, designed to help students with visual impairments study effectively. Disabled Students' Allowances (or the International Disabled Students' Fund) can provide or make a significant contribution towards the cost of this support.

The Equality Act (2010)

If a consultant ophthalmologist has registered an individual as blind or partially sighted, then they will automatically meet the definition of a disabled person under the Equality Act (2010). In such cases, there will be a legal obligation for the University to make reasonable adjustments and not treat the individual less favourably for reasons relating to their impairment.

# data[].attributes.attachment_link.title
Visual Impairment | Disability Resource Centre

# data[].attributes.attachment_link.description
This section contains information on effective ways of supporting students with visual impairments. Key Support Actions What is visual impairment? How does having a visual impairment impact on study?

# data[].attributes.body
Depending on the severity of visual impairment one or many of the below assistive technologies would help the student;

Screen Readers

Camera Scanners, OCR and text -to-speech

Smartphone text detection - OCR - text-to-speech apps

Daisy Player

Braille displays and handouts

Notetakers for the students

Screen magnification

Graphing and Maths Technology

https://www.adcet.edu.au/inclusive-technology/blind-and-vision-impaired

# data[].attributes.body
Many accommodations for students with visual impairments can be made. Particular examples are highlighted below:

If, during a lecture or class, new information is written on the board, an oral explanation should be given at the same time.

Written accessible feedback is useful as it avoids the student needing to record feedback while discussing matters of relevance.

Provision of directed reading lists in advance to enable materials to be transcribed if need be.

Provision of accessible lecture and supervision handouts in advance according to individual requirements.

All information (such as written feedback, supervision reports) and all relevant materials should be provided in an accessible format, according to individual requirements.

Extended library loans.

Permission to record lectures

Reserved seating in lectures to ensure the student can sit close to the board.

Ground rules should be established for group work as it may be difficult for the student to interact and see from body language when it might be their turn to contribute.

Regular meetings with tutors and Directors of Studies should be coordinated to review adjustments and ensure that a student's support requirements are being met

Support with identifying key texts, above those provided by directed reading lists, to enable the student to choose what reading is done during term and what is done at home

Flexible lighting that can be adjusted to accommodate a student with a visual impairment (some of whom may prefer bright light and others dim light)

If slides, TV or other visual material are shown in a darkened room, this may make notetaking impossible. Handouts in advance may need to be supplemented with a notetaker, even if a notetaker is not used in other circumstances.

24 hours' notice of change of venue whenever possible, given via an accessible format. This is to ensure the student can find the venue and arrange human support if necessary.

Rest breaks may be needed due to eye strain and fatigue. On occasion, extended deadlines may also be required.

https://www.disability.admin.cam.ac.uk/staff-supporting-disabled-students/teaching-disabled-students/understanding-effects-impairments-4#:~:text=Visual%20impairment%20is%20the%20term,of%20sight%20impairment%20is%20moderate

# data[].attributes.body
OHI includes chronic or acute health problems that result in limited strength, vitality, and limited or heightened alertness to the surrounding environment. OHI conditions may include asthma, attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. Most OHI conditions require a medical assessment and diagnosis; however, ADD/ADHD may be diagnosed by a certified school psychologist or licensed psychologist.

https://crsreports.congress.gov/product/pdf/R/R46566

# data[].attributes.body
Accomodation for students with ADHD relies heavily on mental stimulation and communication. It should also give students an opportunity to have an outlet which can allow them to have an easier time absorbing information. IEP and 504 Plans recommend accomodations such as:

Extra time on tests

Instruction and assignments tailored to the child

Positive reinforcement and feedback

Using technology to assist with tasks

Allowing breaks or time to move around

Changes to the environment to limit distraction

Extra help with staying organized

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

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

ADHD treatments, such as behavioral classroom management or organizational training;

Special education services; or

Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

These two management strategies require trained staff-including teachers, counselors, or school psychologists-follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
Learn more about IEP and 504 Plans [PDF - 2.75 MB]
Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests;

Instruction and assignments tailored to the child;

Positive reinforcement and feedback;

Using technology to assist with tasks;

Allowing breaks or time to move around;

Changes to the environment to limit distraction; and

Extra help with staying organized.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

Give frequent feedback and attention to positive behavior;

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;

Provide extra warnings before transitions and changes in routines; and

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

Make assignments clear-check with the student to see if they understand what they need to do;

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring;

Allow time to move and exercise;

Minimize distractions in the classroom; and

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);

Communicate with parents on a regular basis; and

Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

Understand your child's diagnosis, how it impacts their education, and what can be done at home to help.

Understand your child's IEP. If you have questions, don't be afraid to ask.

Speak with your child's teacher.

When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.

Know your rights.

Play an active role in preparing your child's IEP or 504 Plan.

Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.

Try to maintain a good working relationship with the school while being a strong advocate for your child.

Communicate any concerns you may have about your child's progress or IEP or 504 Plan.

Encourage your child every day, and work with your child to create a system to help with homework and other school projects.

What every parent should know

More Information

Reference

1. Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]

2. DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [Read summary]

3. Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.

4. Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

# data[].attributes.attachment_link.description
To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.

# data[].attributes.body
Assistive technology is important helping students with ADHD maintain a routine and stay on track. Developing organizational skills is a major component of what assistive technology aims accomplish for students with ADHD. Some examples of assistive technology include:

-audiobooks and reading software
-talking calculators
-screen reader systems
-portable word processors
-word prediction software

https://www.theedadvocate.org/assistive-technology-to-help-children-with-attention-deficit-hyperactivity-disorder-adhd-succeed-academically/

# data[].attributes.attachment_link.title
Assistive Technology to Help Children with Attention Deficit/Hyperactivity Disorder (ADHD) Succeed Academically - The Edvocate

# data[].attributes.attachment_link.description
Spread the loveHelping children with attention deficit hyperactivity disorder (ADHD) to focus in the classroom can be a major challenge. Educators might find themselves constantly prompting and redirecting students to perform routine tasks. It can be frustrating for the student and their classmates when their need to move around the classroom disrupts the learning experience. Gains in assistive technology could help to promote better learning for students who struggle with ADHD. Teachers who are growing weary of the constant motion and redirection required for students with ADHD might want to investigate some of these breakthroughs. Assistive technology could help these […]

# data[].attributes.body
Depending on which learning disability a student has, different accommodations may need to be offered to them in the classroom in order to effectively differentiate their learning needs. Accommodations in the classroom could include:

assist the student in finding effective peer note-takers from the class

provide the student with a copy of your lecture notes or outline

allow the student to tape record lectures

allow the student additional time to complete in-class assignments, particularly writing assignments

provide feedback and assist the student in planning the workflow of assignments

provide assistance with proofreading written work

https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities

# data[].attributes.attachment_link.readable_text
Achieving equal access through accommodations and universal design

In recent years, the number of students diagnosed with disabilities who are attending postsecondary institutions has increased dramatically. Members of the largest group of students with disabilities have learning disabilities.

In most situations, a learning disability is not readily observable. Because there are no outward signs of a disability such as a white cane or wheelchair, students with learning disabilities are often overlooked or misunderstood. Some instructors and administrators suspect that students who claim to have learning disabilities are faking it, are playing the system, or lack the intelligence needed to succeed in college. Understanding the implications of learning disabilities, preparing to teach students with diverse characteristics, and learning to accommodate students with learning disabilities are essential for faculty and staff to provide academic and career opportunities for these students that are equivalent to those provided to their nondisabled peers.

Learning Disabilities and Functional Limitations

Generally speaking, students may be diagnosed with learning disabilities if they are of average or above-average intelligence and there is a significant discrepancy between their academic achievement and their intellectual ability. The diagnosis of a learning disability is often made by a psychologist trained in administering and interpreting psycho-educational assessments. Psychologists use the results of their assessments to understand how individuals receive, process, integrate, retain, and communicate information. Since these functions cannot always be directly observed, it is often difficult to diagnose specific learning disabilities, determine their impact, and recommend appropriate accommodations.

There are many types of learning disabilities; they often impact student abilities in one or more of the following categories:

Spoken language-listening and speaking.

Written language-reading, writing, and spelling.

Arithmetic-calculation and mathematical concepts.

Reasoning-organization and integration of ideas and thoughts.

Learning disabilities may also be present along with other disabilities such as mobility and sensory impairments, brain injuries, Attention Deficit Disorder/Attention-Deficit Hyperactivity Disorder (ADD/ADHD), and psychiatric disabilities.

Described below are some of the functional limitations that may require accommodations. A student with a learning disability may have one or more of these limitations.

Auditory perception and processing-the student may have difficulty processing information communicated through lectures or class discussions. They may have difficulty distinguishing subtle differences in sound or knowing which sounds to attend to.

Visual perception and processing-the student may have difficulty distinguishing subtle differences in shape (e.g., the letters b and d), deciding what images to focus on when multiple images are present, skip words or repeat sections when reading, or misjudge depth or distance. They may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.

Information processing speed-the student may process auditory and visual information more slowly than the average person. They may be a slow reader because of the need for additional time to decode and comprehend written material.

Abstract reasoning-the student may have difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills.

Memory (long-term, short-term)-the student may have difficulty with the storing or recalling of information during short or long time periods.

Spoken and written language-the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).

Mathematical calculation-the student may have difficulty manipulating numbers, may sometimes invert numbers, and may have difficulty converting problems described in words to mathematical expressions.

Executive functioning (planning and time management)-the student may have difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines.

Universal Design

As the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and technological strategies for accommodation. There are a number of things instructors can do while planning a course to make it more accessible to all students, including those with learning disabilities. Proactively considering these strategies is part of a process called universal design (UD). UD offers the following suggestions:

Include a statement in your syllabus inviting students to talk with you and the disability services office about disability-related issues.

Point out campus resources available to all students such as tutoring centers, study skills labs, counseling centers, and computer labs.

Clearly and early in a course define course requirements, announce the dates of exams, and tell students when assignments are due. Avoid last-minute readings or additional assignments and provide advance notice of changes in assignments and due dates.

Provide printed materials early to allow students sufficient time to read and comprehend the material. Many students with learning disabilities find it beneficial to use software that can read the textbook and other text-based materials aloud. In order for them to take advantage of this technology, the printed text must first be converted into an electronic file. This process can be time-consuming.

Use multi-modal methods to present classroom material, in order to address a variety of learning styles and strengths (e.g., auditory, visual, kinesthetic). Provide important information in both oral and written formats.

When teaching a lesson, state objectives, review previous lessons, and summarize periodically.

Use more than one way to demonstrate or explain information.

Read aloud what you write on the board or present on an overhead visual.

Keep instructions brief and uncomplicated. Repeat them word-for-word.

Allow time for clarification of directions and essential information.

Use captioned videos and know how to turn on the captioning feature. Although captioned videos are typically used for students who are deaf, they also help some students with learning disabilities and those for whom English is a second language, by ensuring content is presented visually and audibly. Give all students an opportunity to view a video multiple times (e.g., by making it available in a library or learning center, or on a website).

Provide study guides or review sheets.

Have multiple methods for course assessment, such as allowing students to take an exam or writing a paper; work alone or in a group; or deliver an oral, written, or videotaped project presentation.

Stress organization and ideas rather than mechanics when grading in-class writing assignments and assessments.

Design distance learning courses with accessibility in mind. For example, avoid real-time chat sessions, because not all students can type quickly or accurately enough to fully participate.

Accommodations

Typically, a higher education institution requires that a student with a disability register with the office that provides support services for students with disabilities, in order to receive accommodations. It is the student's responsibility to request services in a timely manner. These offices confirm the student's disability and eligibility for services and accommodations. A course instructor typically receives a letter from this office detailing recommended accommodations for a student. The student with a disability is responsible for meeting all course requirements using only approved accommodations.

The goal is to give the student with a disability equal access to the learning environment. Individualized accommodations are not designed to give the student an advantage over other students, to alter a fundamental aspect of the course, nor to weaken academic rigor.

A specific learning disability is unique to the individual and can be manifested in a variety of ways. Therefore, accommodations for a specific student must be tailored to the individual. The following are examples of classroom, assignment, and examination accommodations that may be recommended for a student with a learning disability. When in doubt about how to assist a student, work with the student privately or contact the campus office that provides support services for students with disabilities.

Classroom and Assignment Accommodations

You may be asked to

assist the student in finding effective peer note-takers from the class. Alternatively, you could provide the student with a copy of your lecture notes or outline.

allow the student to tape record lectures.

allow the student additional time to complete in-class assignments, particularly writing assignments.

provide feedback and assist the student in planning the workflow of assignments. This is especially important with large writing assignments. It may be helpful to break the larger assignment into smaller components with opportunities for draft feedback.

provide assistance with proofreading written work.

Examination Accommodations

You may be asked to allow the student with a learning disability

extended exam time, typically time and one half to double time.

to take exams in a room with reduced distractions.

the assistance of a reader, scribe, or word processor for exams.

the option of an oral exam.

to use spelling and grammar assistive devices for essay exams.

to use a calculator for exams.

to use scratch paper during exams.

Additional Resources

Your campus student disability support office is a valuable resource for better understanding learning disabilities and effective instructional strategies. The following resources may also be helpful:

The Center for Universal Design in Education is a comprehensive resource on the principles, processes, and strategies for applying UD in academic settings.

The Faculty Room is a space for faculty and administrators at postsecondary institutions to learn about how to create classroom environments and activities that maximize the learning of all students, including those with disabilities.

Invisible Disabilities and Postsecondary Education is the title of both a video and a publication that include suggestions for working with students with invisible disabilities on postsecondary campuses.

Equal Access: Universal Design of Instruction is the title of both a video and a publication that provide postsecondary instructors with strategies for making campuses welcoming and accessible to all students.

LDOnline is a comprehensive website on learning disabilities for parents, teachers, and other professionals.

The Learning Disabilities Association of America, (LDA) is a nonprofit grassroots organization whose members are individuals with learning disabilities, their families, and professionals who work with them to advance the education and general welfare of children and adults with learning disabilities.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the University of Washington.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, University of Washington, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the University of Washington is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form. For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842

206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.
DO-IT Funding and Partners
Acknowledgment

The contents of this publication were developed under a grant from the U.S. Department of Education (#P333A020044, #P333A050064). However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Copyright © 2012, 2009, 2007, 2004, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

# data[].attributes.attachment_link.title
Academic Accommodations for Students with Learning Disabilities | DO-IT

# data[].attributes.attachment_link.description
Achieving equal access through accommodations and universal design In recent years, the number of students diagnosed with disabilities who are attending postsecondary institutions has increased dramatically. Members of the largest group of students with disabilities have learning disabilities. In mo…

# data[].attributes.body
Examples of Assistive Technology include:

Hearing aids

Tactile braille readers

Single loop magnifier

Screen readers

Hearing loop systems

Sound amplifiers

Adaptive cutlery

Smartphones

Smart lighting

Sensors in the home

Door and home automation

Gaming systems

Smart locks for the home

Voice-activated showers and taps

# data[].attributes.attachment_link.readable_text
Equipment and assistive devices may support people with deafblindness to live more independently.

This page includes information and resources that people with deafblindness may find helpful.

It is a guide. An individual's unique needs should be considered before making recommendations and purchases. Deafblind Information Australia does not endorse and is not affiliated with any particular brands or products. Independent research and consultation with an occupational therapist are recommended.

Deafblind Information Australia is not a supplier of equipment. Some Australian suppliers can be found in our Find Services pages.
Please discuss with your occupational therapist should you wish to purchase any aids or equipment.
The world is changing rapidly, and inclusive technology options are increasing.

Descriptions and examples of both assistive and inclusive technologies follow.

Assistive technology

Assistive technology is anything that is designed and produced with the aim of assisting someone with a disability to participate in a meaningful activity of daily living.

Examples of Assistive Technology include;

Tactile braille readers

Single loop magnifier

Screen readers

Hearing loop systems

Sound amplifiers

Adaptive cutlery

Inclusive Technology

Inclusive technologies are products developed for the mainstream market that have either

been designed to include people with disabilities, or

assist people with disabilities, even though this was not a factor when the product was first designed.

Inclusive technologies are used during many daily activities and in different places. Some examples include smartphones for communication and ergonomic potato peelers for arthritic hands. Sometimes inclusive technologies need to be modified to make them more suitable for someone with deafblindness.

Examples can include but are not limited to;

Smartphones

Smart lighting

Sensors in the home

Door and home automation

Gaming systems

Smart locks for the home

Voice-activated showers and taps

These are not exhaustive lists of assistive and inclusive technologies. Technologies change often and quickly. Any examples on this website are examples only. They are intended to help you know the types of products available. Please contact an occupational therapist to discuss possible solutions for access to activities of daily living.

Personal Independence Home, Education and Work environment Out and About

● Telling the time

● Low vision aids

● Alerting devices

● Listening devices

● Reading and writing

● Lighting

● Smart technology for the home

● Everyday living products

● Adapting the environment - take content from the previous page

● Loop systems

● Telecommunication

● Mobility aids

# data[].attributes.attachment_link.title
Assistive Technology and Equipment - Deafblind Information

# data[].attributes.attachment_link.description
Equipment and assistive devices may support people with deafblindness to live more independently. This page includes information and resources that people with deafblindness may find helpful. It is a guide. An individual's unique needs should be considered before making recommendations and purchases. Deafblind Information Australia does not endorse and is not affiliated with any particular [...]

# data[].attributes.body
https://www.nationaldb.org/info-center/deaf-blindness-overview/

# data[].attributes.attachment_link.title
Emotional & Behaviorally Disturbed Students (EBD)

# data[].attributes.attachment_link.readable_text
Previously, we discussed emotional behavioral disorder (EBD) and what kinds of disorders qualify as EBD as well as what their symptoms are. Autism and EBD are not the same, but they are easily confused because students who suffer from EBD and autism are frequently placed in the same classes in school, and some of the symptoms are similar. Here, we discuss broadly what autism is and how it can be distinguished from EBD.

Autism is a pervasive developmental disorder that falls on a spectrum, so not every autistic individual will suffer from the same symptoms or level of impairment. Getting the correct diagnosis can prove difficult, especially if autistic individuals also have EBD-both disorders include problems with social interaction, behavior, and communication. Doctors may diagnose one condition but not the other or diagnose the wrong one, either of which could hamper appropriate treatment.

The most common symptoms of autism include the following: severe language delays; serious delays in early childhood developmental milestones; reluctance to make eye contact; no pretend play; problems making friends; preference to be alone and not interact with peers; appearance of aloofness; requires strict routine; obsessive or repetitive behavior; sensory issues; frequent irrational tantrums; problems with attention; and difficulty understanding verbal instructions.

Some of the main differences between autism and EBD include the fact that autism is frequently characterized by sensory issues, whereas EBD does not include sensory problems. Autism may include physical health symptoms, such as gastrointestinal problems, but EBD is not tied to any health issues. Additionally, serious early childhood milestone delays, lack of speech development, and motor skill impairments are symptomatic of autism, but EBD does not always include early childhood delays.

Since autistic individuals can experience such a wide variety of symptoms and suffer from differing levels of impairment, doctors often use the broader term of "autism spectrum disorder" (ASD) to refer to five subcategories: 1) autism; 2) Rett syndrome; 3) Asperger syndrome; 4) pervasive developmental disorder not otherwise specified (PDDNOS); and 5) childhood disintegrative disorder.

ASD is most frequently diagnosed in children. It can be detected in adults, but successfully diagnosing it in adults is much more difficult. Many times, the symptoms of ASD overlap with other mental health disorders, such as anxiety or attention-deficit/hyperactivity disorder (ADHD), which can be harder to distinguish in adults.

Regardless of whether ASD is diagnosed in childhood or adulthood, a correct diagnosis can help an individual identify his or her strengths, understand past difficulties, and obtain the right kind of help.

Although there is no cure for ASD, there are behavioral interventions and therapies that can help remedy or substantially improve specific symptoms of the disorder, and an effective treatment plan will incorporate both to meet the specific needs of a given individual. For example, medication can help those suffering from ASD experience fewer problems with repetitive behavior, attention problems, anxiety and depression, irritability, hyperactivity, and aggression. The sooner a treatment plan can be implemented, the better, so don't be afraid to seek out a second opinion if you or someone you love needs help diagnosing or managing ASD.

# data[].attributes.attachment_link.title
Is Autism Considered an Emotional Disability? - Jeffrey Freedman Attorneys PLLC

# data[].attributes.attachment_link.description
Previously, we discussed emotional behavioral disorder (EBD) and what kinds of disorders qualify as EBD as well as what their symptoms are. Autism and EBD are not the same, but they are easily confused because students who suffer from EBD and autism are frequently placed in the same classes in school, and some of the symptoms are similar.

# data[].attributes.body
https://www.jenkeyte.com/emotional-disturbance.html

# data[].attributes.attachment_link.title
10 Common Warning Signs Of A Mental Health Condition

# data[].attributes.body
Learn about Emotional Disturbance in a easy manner!

# data[].attributes.body
COMPUTER/VIDEO GAMES AS A PLAY THERAPY TOOL IN REDUCING EMOTIONAL DISTURBANCES IN CHILDREN

# data[].attributes.body
Emotional and Behavioral Disorders in the Classroom by Becton Loveless

# data[].attributes.attachment_link.readable_text
by Becton Loveless

"Emotional and Behavioral Disorder" is an umbrella term under which several distinct diagnoses (such as Anxiety Disorder, Manic-Depressive Disorder, Oppositional-Defiant Disorder, and more) fall. These disorders are also termed "emotional disturbance" and "emotionally challenged." According to the Individuals with Disabilities Education Act (IDEA), children with emotional and behavioral disorders exhibit one or more of these five characteristics:

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.

5. A tendency to develop physical symptoms or fears associated with personal or school problems.

IDEA guarantees students access to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) possible. As such, students diagnosed with emotional disorders (ED) are often included in general education classrooms. However, severe cases often require students to be taught in special education "cluster units," self-contained programs, or even separate schools.

Under the umbrella term of Emotional and Behavioral Disorders, there are two categories: Psychiatric Disorders and Behavioral Disabilities.

Psychiatric Disorders

This category encompasses a wide range of conditions. Psychiatric disorders are defined as mental, behavioral, or perceptual patterns or anomalies which impair daily functioning and cause distress. Some of the most common examples of these diagnoses include:

Anxiety Disorder

Bipolar Disorder (aka Manic-Depressive Disorder)

Eating Disorder (such as anorexia, bulimia, and binge-eating disorder)

Obsessive-Compulsive Disorder

Psychotic Disorder

From a teacher's perspective, psychiatric disorders present a profound challenge for a number of reasons. For one, schools are not hospitals, and teachers can not be expected to "treat" these disorders. Students who struggle with these sorts of challenges are often undergoing treatment and may be receiving medication. Medication can affect people in unexpected ways and, because medical information is confidential, teachers may be unaware why students are acting the way they are. This makes it difficult to respond appropriately to certain behaviors. Additionally, students suffering from these conditions may be simply unable to meet academic and behavioral expectations. In such cases, students need to receive special education interventions of some sort, and may need to be moved into a special education classroom.

Behavioral Disabilities

Children with behavioral disabilities engage in conduct which is disruptive to classroom functioning and/or harmful to themselves and others. To be diagnosed as a behavioral disability, the behaviors must not be attributable to one of the aforementioned psychiatric disorders.

There are two categories of behavioral disabilities: oppositional defiant disorder and conduct disorder.

Oppositional defiant disorder is characterized by extreme non-compliance, negativity, and an unwillingness to cooperate or follow directions. Children with this condition are not violent or aggressive, they simply refuse to cooperate with adults or peers.

Conduct disorder is much more severe. This disorder is characterized by aggression, violence, and harm inflicted on self and others. Students with conduct disorder typically need to be taught in special education classrooms until their behavior has improved enough to allow contact with the general education population.

Strategies for Teaching Students with Emotional and Behavioral Disorders

As with other conditions, students with emotional and behavioral disorders need a positive, structured environment which supports growth, fosters self-esteem, and rewards desirable behavior.

Rules and Routines

Rules need to be established at the beginning of the school year, and must be written in such a way as to be simple and understandable. The wording of rules should be positive: "Respect yourself and others" is a better rule than "Don't hurt anyone." Keep it simple: 6 rules or less.

Consequences for breaking rules should also be established at the beginning of the school year, and applied consistently and firmly whenever the rules are broken. The consequences must be consistent and predictable. When administering consequences, provide feedback to the student in a calm, clear manner. That way, the student understands why the consequence is necessary. Try to avoid becoming emotionally reactive when rules are broken. Emotional reactivity gives the student negative attention, which many children find very rewarding. Remain calm and detached, be firm yet kind. It's a difficult balance to achieve, but crucially important for positive results.

Routines are very important for classroom management. Students with emotional and behavioral disorders tend to struggle with transitions and unexpected change. Going over a visual schedule of the day's activities is an effective way to start the day, and helps the students feel grounded.

Techniques for Supporting Positive Behavior

Students with emotional and behavioral disorders often need to receive instruction in a special education setting because their behavior is too maladaptive for a general education classroom. Here are a few ideas to guide and support growth towards more positive, adaptive behavior:

Token Economy - Students earn points, or tokens, for every instance of positive behavior. These tokens can then be used to purchase rewards at the token store. In order for a token economy to be effective, positive behavior must be rewarded consistently, and items in the token store must be genuinely motivating for the student. This takes a fair amount of preparation and organization, but has proven to be quite effective.

Classroom Behavior Chart - A chart which visually plots the level of behavior of every student in the classroom. Students who are behaving positively progress upwards on the chart; those who are behaving negatively fall downwards. This makes every student accountable, and helps you monitor and reward progress. This won't work if difficult students perpetually stay on the bottom of the chart. Focus on the positive to the fullest degree possible, and keep them motivated.

Lottery System - Similar to the token economy, students who behave in positive ways are given a ticket with their name on it. These tickets are placed in a jar, and once or twice a week you draw one out. The winner of the lottery is rewarded with a prize.

Positive Peer Review - Students are asked to watch their peers, and identify positive behavior. Both the student who is behaving positively and the student who does the identifying are rewarded. This is the exact opposite of "tattle-telling," and fosters a sense of teamwork and social support in the classroom.

Teaching children with emotional and behavioral disorders can be extremely challenging. Remember: fostering and rewarding positive behavior has proven to be vastly more effective than attempting to eliminate negative behavior. Punishment and negative consequences tend to lead to power struggles, which only make the problem behaviors worse. It is not easy to remain positive in the face of such emotionally trying behaviors, but don't give up. Your influence could mean a world of difference to these students who are struggling with an incredibly difficult condition.

# data[].attributes.attachment_link.title
Emotional and Behavioral Disorders in the Classroom

# data[].attributes.attachment_link.description
Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

# data[].attributes.body
General information on Deaf-Blindness

# data[].attributes.attachment_link.readable_text
Links updated, September 2020
In This Publication...
About Deaf-Blindness

There are approximately roughly 45,000 to 50,000 individuals in the U.S who are deaf-blind. [ 1] According to the 2018 National Deaf-Blind Child Count, over 11,000 are children under the age of 21.

The word "deaf-blindness" may seem as if a person cannot hear or see at all. The term actually describes a person who has some degree of loss in both vision and hearing. The amount of loss in either vision or hearing will vary from person to person.

Our nation's special education law, the IDEA, defines "deaf-blindness" as:

...concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. [§300.8(c)(2)]

The National Center on Deaf-Blindness observes that the "key feature of deaf-blindness is that the combination of losses limits access to auditory and visual information." [ 3] This can severely limit an individual's natural opportunities to learn and communicate with others.

Finding Help for Children with Deaf-Blindness

Children birth to age 3 | Very young children (birth up to age 3) who are deaf-blind are typically eligible for early intervention services under the Infants and Toddlers with Disabilities program of IDEA (also called Part C). These services are extremely important to children with deaf-blindness and their families, for the services are designed to address the child's developmental and learning needs. Parents are involved in deciding what services their child and family need to address the challenges of deaf-blindness. Services are either provided free of charge to families or on a sliding cost scale based on the family's income.

To find the early intervention program in your area, ask your pediatrician or get in touch with the pediatric unit of a nearby hospital. Say that you're looking for a referral to early intervention or Child Find for a baby or toddler. They'll put you in touch with a program near you.

School-age children, including preschoolers | When children with deaf-blindness reach the age of 3, they transition into special education services under Part B of IDEA. Special education services are provided free through the public school system. Even if a child with deaf-blindness is not in school yet (for example, a four-year-old), the school system is still responsible for making sure that special education and related services are available to the child.

Because deaf-blindness causes severe communication and other developmental and educational needs, it's very important for children with deaf-blindness to receive special education and related services to address their individual needs. You can find out more about these services and how to access them by contacting the local elementary school in your area.

Rather than duplicate the excellent work of others, the Center for Parent Information and Resources (CPIR) is pleased to connect you with an array of information and assistance already available on deaf-blindness. What's listed below is not exhaustive, but will certainly lead you to the founts of experience and knowledge that will be very helpful in addressing the challenges associated with deaf-blindness.

Resource Section

We've divided the resource section into several parts to speed you to information relevant to your concerns. Browse all the resources or jump to the type of resources you're looking for.

About deaf-blindness

FAQs about deaf-blindness.
http://www.aadb.org/FAQ/faq_DeafBlindness.html

What is deaf blindness?
https://nationaldb.org/library/list/3

How many children are we talking about?
https://nationaldb.org/library/list/7

Information about deaf-blindness. Personal insights and information from an individual with deaf-blindness.
http://www.deafblind.com/info-db.html

How do deaf-blind people communicate?
http://www.aadb.org/factsheets/db_communications.html

The Deafblind Manual Alphabet.
http://www.deafblind.com/card.html

Finding Services in Your State

Visit the American Association of the Deaf-Blind.
AADB provides a listing of state and local organizations for deaf-blind people and also a listing of service and rehabilitation agencies around the country. http://www.aadb.org/resources/resources.html

The Experts on Deaf-Blindness

National Center on Deaf-Blindness (NCDB)
http://www.nationaldb.org

Helen Keller National Center for Deaf-Blind Youths and Adults (HKNC)
http://www.hknc.org

American Association of the Deaf-Blind (AADB)
http://www.aadb.org

Deafblind International
http://www.deafblindinternational.org/

In Children's Early Years

How to engage your child in the early years.
https://www.nationaldb.org/for-families/learning-resources/family-topics/engage-your-child-early-years/

Early interactions with children who are deaf-blind.
https://nationaldb.org/library/page/2062
Also available in Spanish and in Indonesian.

Communication fact sheets for parents.
https://nationaldb.org/library/list/14

School Matters

Considerations when teaching students who are deaf-blind (NETAC Teacher Tipsheet).
https://webapps.ou.edu/ods/cds/MADTools/print/pdf/tpshtdb.pdf

Deaf-blindness: Educational service guidelines.
This best practice guide is designed to help states, districts, schools and practitioners in supporting students who are deafblind and their families. Available in English and Spanish from the Perkins School for the Blind.

Transition to Adulthood for Students Who Are Deaf-Blind

Transition toolkit: Enhancing self-determination for young adults who are deaf-blind.
https://nationaldb.org/library/page/2297

And more on self-determination. https://nationaldb.org/library/list/66

For Administrators

DB 101.
Working with students who are deaf-blind? Need to train staff and paraprofessionals? Consult these two sections at the National Center on Deaf-Blindness for a wealth of information for both teachers and administrators:

Educational Practices
https://www.nationaldb.org/info-center/educational-practices/

Interveners and Qualified Personnel
https://www.nationaldb.org/national-initiatives/iqp/

Resources in Spanish

Visit the National Center on Deaf-Blindness, where you'll find a wealth of information in Spanish on deaf-blindness.
https://www.nationaldb.org/for-families/learning-resources/recursos-para-familias/

English/Spanish Specialized Deaf-Blind Glossary/Espanol Glosario Especializado En Sordoceguera.
https://documents.nationaldb.org/products/esgloss.pdf

--------------

1 | Gallaudet University Library. (2010). American deaf-blind population. Retrieved October 28, 2011, from: http://libguides.gallaudet.edu/content.php?pid=119476&sid=1029203

2 | National Center on Deaf-Blindness. (2019, December). The 2018 national child count of children and youth who are deaf-blind. Retrieved September 10, 2020, from:
https://www.nationaldb.org/media/doc/2018_National_Deaf-Blind_Child_Count_Report_FINAL_a.pdf

3 | National Center on Deaf-Blindness. (2007, November). Children who are deaf-blind. Retrieved September 10, 2020, from: https://www.nationaldb.org/media/doc/Children_Who_Are_Deaf-Blind_a.pdf
See fact sheets on other disabilities

# data[].attributes.attachment_link.description
Links updated, September 2020 In This Publication... There are approximately roughly 45,000 to 50,000 individuals in the U.S who are deaf-blind. [ 1] According to the 2018 National Deaf-Blind Child Count, over 11,000 are children under the age of 21. The word "deaf-blindness" may seem as if a person cannot hear or see at all.

# data[].attributes.attachment_link.readable_text
What is global development delay?

The term 'developmental delay' or 'global development delay' is used when a child takes longer to reach certain development milestones than other children their age.

This might include learning to walk or talk, movement skills, learning new things and interacting with others socially and emotionally.

Someone with another condition, like Down's syndrome or Cerebral palsy, may also have Global developmental delay.

Global development delay and learning disability

For some people, the delay in their development will be short term and can be overcome with additional support or therapy.

In other cases the delay may be more significant and the child will need ongoing support. This indicates they may also have a learning disability A learning disability is to do with the way someone's brain works. It makes it harder for someone to learn, understand or do things. .

GDD

GDD is a commonly used abbreviation of global development delay

# data[].attributes.attachment_link.description
The term 'developmental delay' or 'global development delay' is used when a child takes longer to reach certain development milestones than other children their age.

# data[].attributes.body
Developement delay can be broken down into different aspects. This article focuses on five different types of development delay and provides strategies and techniques for teachers/parents to overcome these challenges.

1. Physical Development.
2. Cognitive Development
3. Communication Development.
4. Social & Emotional Development &
5. Adaptive Behavior)

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

Adaptive Behavior (everyday skills for functioning)

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts. Go to the Site Map for a full list of resources and activities! Adaptive Behavior (everyday skills for functioning)

# data[].attributes.body
According to the DSM-V, Autism Spectrum Disorder (ASD) is defined as a significant deficit in social and communication skills; persistent and repetitive behaviors or interests; and an onset of symptoms in early childhood that have a considerable affect on daily life.

The DSM-V divides autism into 3 different levels of severity:

Level 1: individuals that fall into this category require support in their social interactions and support with their repeated behaviors. Without support, their is a noticeable difference in their  everyday life

Level 2: individual that fall into this category require substantial support in everyday activities. Without it, there is a marked deficit in social skills that are noticeable to others. Repeated behaviors interfere with an individual’s ability to function

Level 3: individuals that fall into this category require very substantial support to function. Communication may be verbal or nonverbal and social interactions are rarely initiated. Repeated behaviors interfere with an individual’s ability to function in various areas of daily life and there is distress when behaviors are disrupted.

According to the CDC (https://www.cdc.gov/ncbddd/autism/facts.html), the exact cause of autism is unknown; while some individuals with autism have genetic factors, other individuals’ causes are undetermined.

The CDC defines autism as a developmental disability that impacts the social skills and behaviors of those affected by it. These individuals may communicate and learn in ways that are different than those around them. As mentioned above, autism affects people to varying degrees. Some people with autism are impacted very little and need little support; others may be non-verbal and unable to operate effectively without marked intervention.

Some common symptoms of autism include:

-difficulty maintaining eye contact
-delays in verbal, cognitive, or motor development
-reduced degree of social interaction from others in their peer group
-behavioral and emotional difficulties

# data[].attributes.body
According to the University of Washington (https://www.washington.edu/accesscomputing/what-are-typical-challenges-and-accommodations-students-autism-spectrum-disorder), the following accommodations can be helpful for students with autism:

-adherence to clearly established routines
-advanced notice prior to schedule interferences
-regular practice for communication and social skills and
-visual aids and visual instructions
-quiet areas for students to take breaks
-access to computers and other technologies

As mentioned in the Definitions section, autism affects every individual differently; therefore, not all of these accommodations will be useful for every student. Educators should work closely with parents and caregivers to understand each individual’s learning requirements to determine the most affective accommodations for the affected student.

# data[].attributes.body
The above article provides an in-depth description of possible accommodations for students with autism. Once again, autism affects every individual differently and these accommodation decisions should be made with direct communication with caregivers and family.

Accommodations:

-“Priming” students for necessary tasks and assignments. Priming refers to letting students practice and preview tasks like assessments or tests that may not be a part of daily routine. A major hallmark of autism is an aversion to changes in scheduled activities; therefore, priming students for graded assignments sets them up for success by letting them establish a routine and consequently reducing anxiety.

-Making modifications to assignments. Modifications should be made based on individual need to determine how to best assist students. Some possible modifications include: allowing students extra time for assignments; allowing students alternative methods for demonstrating knowledge (i.e., a written report vs. an oral report); shortening tasks or eliminating irrelevant details; and grouping questions by content

-Providing visual instructions for students. Visual instructions eliminate anxiety surrounding social interactions and allow students to process information on their own terms

-Providing students with a “home base.” Home base refers to a physical space where students with autism feel secure and where they are able to practice necessary routines as well as calm down or regulate emotions.

-Modifying handwriting requirements. Some students with autism struggle with fine motor skills. Therefore, modifying requirements surrounding handwriting can reduce barriers and help facilitate success. Some examples include: modifying tests to include multiple choice answers; allowing students to answer with only key words; allowing students to underline or highlight words within a passage; and allowing the student to verbally answer questions instead of writing them.

-Provide opportunities for choice-making. This helps students practice decision making skills and allows them to have agency and ownership of their routines.

-Allowing students to pursue special interests. Many students with autism have repeated behaviors or patterns surrounding specific topics. Providing students with autism with assignments relevant to their areas of interest may motivate them in the classroom and improve their performance.

-Being considerate to students with autism when assigning homework. Many students with autism find the school day more mentally taxing than their peers, and additional assignments given at home may cause more stress rather than aid in learning. Educators should carefully consider what home work is actually necessary and beneficial for students with autism.

# data[].attributes.body
Low-tech additive technologies are characterized as tools that do not require electricity, are easy to operate, and are usually low-cost.  Some low-tech assistive technologies for students with autism include:

-picture cards for non-verbal students
-weighted vests for sensory processing sensitivities
-stress balls or other tactile tools for managing anxiety
-Cuisenaire rods to help students with auditory processing sensitivities visualize abstract concepts
-social-skills board games or card games to help students practice social interactions
-Social Skills Stories. Developed by Carol Gray, these narratives accompanied by pictures help individuals with autism understand, anticipate, and prepare for daily events that may be distressing.
-trampolines or exercise balls for helping students with over-stimulated nervous systems regulate through movement
-noise-cancelling headphones for students with auditory sensitivities
-tinted glasses for students with light sensitivities

References:
https://www.verywellhealth.com/assistive-technology-for-autism-5076159
https://www.hand2mind.com/glossary-of-hands-on-manipulatives/cuisenaire-rods

# data[].attributes.body
Mid-tech assistive technologies are defined as  simple electronics that are easily accessible, low-cost, and uncomplicated to use. Some examples of mid-tech assistive technologies for students with autism include:

-speech-generating apps for individuals who have difficulty with verbal communication, such as Proloquo2Go and TouchChat HD
-audiobooks for individuals who learn best through auditory lessons or recording devices for individuals who learn best through visual demonstration
-Video modeling companies like Model Me Kids and The Social Express for students to practice social skills
-Apps for teachers to use as sensory breaks, such as Brainworks, Miracle Modus, and Heatpad

References:
https://www.verywellhealth.com/assistive-technology-for-autism-5076159
https://www.modelmekids.com/
https://www.brightenlearning.com/

# data[].attributes.body
High-tech assistive technologies are categorized as digital tools that provide high-quality, interactive, specialized support to students. Some examples of high-tech assistive technologies for students with autism include:

-Mind-mapping tools like Lucidchart
-Speech-to-Text technologies like Live Scribe, a pen that can write, record, and play back audio.

References:
https://www.verywellhealth.com/assistive-technology-for-autism-5076159
https://us.livescribe.com/

# data[].attributes.attachment_link.title
Livescribe :: Never Miss A Word - Livescribe

# data[].attributes.attachment_link.description
Livescribe smartpens effortlessly digitizes your handwritten notes and record audio simultaneously. Limitless sharing options to manage notes and capture every single detail.

# data[].attributes.body
Permanent childhood hearing loss can be congenital, delayed-onset, progressive, or acquired in nature. Congenital hearing loss refers to hearing loss that is present at birth and is often identified through a newborn hearing screening conducted shortly after birth. While estimates vary, some hearing loss in childhood is delayed-onset or progressive in nature.

https://www.asha.org/practice-portal/clinical-topics/permanent-childhood-hearing-loss/

Hearing loss can affect a child’s ability to develop speech, language, and social skills. The earlier children with hearing loss start getting services, the more likely they are to reach their full potential.

https://www.cdc.gov/ncbddd/hearingloss/facts.html

# data[].attributes.body
Determining a course of action for childhood deafness begins with testing to identify the level of hearing loss, whether it's partial or total. Students with degrees of deafness should be assisted by teachers with the following types of accommodations:

1. Deaf students can be seated in the front of the class with a direct line of sight of the teacher. This helps with students who especially rely on lip-reading and other visual means of understanding speech.

2. Reduce background noise to minimize auditory distractions.

3. Repeat what other students ask before answering.

4. Adjust the lighting of the room, and avoid talking with your back turned to the students present.

5. Provide handouts whenever possible to help supplement speech. Videos used in class should have captions.

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired

# data[].attributes.attachment_link.readable_text
According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.) People who use Australian Sign Language (Auslan) often prefer to be referred to as deaf rather than hard of hearing. They see this as a positive identity rather than a negative label.

People who have a hearing loss are either pre-lingually deafened or post-lingually deafened. People who are pre-lingually deafened have lost their hearing before they acquired language. People who are post-lingually deafened acquired their hearing loss after they acquired language. For each group the impact of the hearing loss and the degree of deafness will vary.

Some people who are pre-lingually deafened use Auslan. Many received cochlear implants early at birth. Some rely on spoken language. Many communicate with a combination of spoken language and sign language. Some have normal language and literacy development. Some may have issues with literacy. It varies greatly, so it is important to understand the needs of each individual. All these factors need to be considered when assessing the types of reasonable adjustments.

People who have a post-lingual hearing loss generally acquired their hearing loss later in life. They may or may not benefit from listening devices. Some may learn sign language as a means to diversify access to communication. As with people who are pre-lingually deafened, it is important to assess the needs of each individual before implementing any reasonable adjustments. This is because the requirements of each individual can be diverse.

Students with a hearing loss may require accommodations and assistive devices to have the best access to education. Accommodations may be as simple as preferential seating or as complex as wireless assistive listening devices in the classroom. Some will require Auslan interpreters and live remote captioning. Each learner with a hearing loss should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of Hearing Loss

The learning processes of students with a hearing loss may be affected in the following ways:

Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy.

Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth.

Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver Auslan interpreters or captioning. For some it will be in the form of listening devices. For others it will be a combination of technology that includes both listening devices and computer based software.

The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student.

Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning.

Participation and interaction in tutorials may be limited. Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage.

Some students with hearing loss coming straight from the school system have been familiar with a structured learning environment, and may require a period of adjustment when entering into the post-secondary learning environment. Communication difficulties and adjustments may lead to a level of anxiety about performing in front of others. This may affect participation in tutorials, particularly for students whose speech development has been impacted by their hearing loss.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group that includes students with a hearing impairment:

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices.

Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.

Ensure that any background noise is minimised.

Repeat clearly any questions asked by students in the lecture or class before giving a response.

Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.

It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts.

Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.

Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology - and the internet in particular - can be used to bridge many gaps.

Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible.

Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information.

In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.

Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers.

Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial. Consider tailoring these reading lists when necessary, and provide guidance to key texts.

Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many.

Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning. Consult with the providers of the service early to identify any potential changes.

Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference.

Assessment Strategies

Always consider alternative forms of assessment where necessary. Standards are not expected to be lowered to accommodate students with a disability but rather are required to give them a reasonable opportunity to demonstrate what they have learnt. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.

Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.

Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions 'signed' to them.

Related Resources

# data[].attributes.attachment_link.title
Inclusive Teaching: Deaf and Hard of Hearing

# data[].attributes.attachment_link.description
Inclusive teaching practices for Deaf an hard of hearing students.

# data[].attributes.body
The CDC identifies three kinds of technological applications (and methods) to providing various forms of treatment for childhood deafness:

1. No tech - Language approaches
Children with deafness have a multitude of alternative communication. These communication forms range from hand gestures to speech reading (lip reading):

Auditory-oral - Natural Gestures, Listening, Speech (Lip) Reading, Spoken Speech

Auditory-verbal - Listening, Spoken Speech

Bilingual - American Sign Language and English

Cued speech - Cueing, Speech (Lip) Reading

Total communication - Conceptually Accurate Signed English (CASE), Signing Exact English (SEE), Finger Spelling, Listening, Manually Coded English (MCE), Natural Gestures, Speech (Lip) Reading, Spoken Speech

2. Low tech - Hearing-assisting aids and technology
These forms of technology aren't invasive and are relatively simple on the technological scale.

Hearing aids

FM system - Works with radio waves to ignore background sounds and focus on a particular sound

Captioning

Text messaging

Telephone amplifiers

Flashing and vibrating alarms

Audio loop systems

Infrared listening devices

Portable sound amplifiers

TTY (Text Telephone or teletypewriter)

Medication - In the event that deafness is caused by infection, some medications can treat this type of hearing loss

High tech: Medical procedures and related advanced technology
These procedures and forms of technology are highly sophisticated and involve medical/surgical procedures to work. Some require a direct connection with the central nervous system.

Implants - Can include cochlear (an implant that connects to the hearing nerve in the ear), bone-anchored hearing aids, or brainstem varieties that connect directly to the nerves in the brainstem, bypassing the cochlear nerves altogether

Surgery - Some forms of deafness are caused by abnormal physical development of the ear itself. Surgery in these cases can physically correct that.

https://www.cdc.gov/ncbddd/hearingloss/language.html

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.title
How People with Hearing Loss Learn Language | CDC

# data[].attributes.attachment_link.description
People with hearing loss and their families often need special skills to be able to learn language and communicate.

# data[].attributes.body
Assistive technology for students with SDL can range from something physical and no-tech like a notepad to something high-tech involving computer software. The Ministry of Education of Canada has recommendations for different forms of technology that can be utilized in the classroom:

No tech

Notepad

Cute cards

Highlighter strips

Sticky notes

Pencil grips

Graphic organizer

Low tech

Computerized pens

Audio recorder

4-function calculator

Talking dictionary

Project Gutenberg - A free online library

Wikipedia

Word processing

Audacity - Audio recording program

Graphing calculator

Math dictionary for kids

IXL math - Standardized math program

Audiobooks

Speak selection

Free books (app)

GoodReader

Pages

iWordQ

Dragon dictation

High tech

Visuwords - Online dictionary that finds other, similar words and meanings

Prezi - Can be used for presentations and graphic organizing

Kurzweil 3000 - Text-to-speech software

Storyline online - An online streaming site of audiobooks

Inspiration - Visual organizing program

Spark-space - Idea mapping program

Braiing camp - Animated lessons

Sumdog - Adaptive math program

ShowMe interactive whiteboard

SimpleMind+ - Idea organizer

ShowMe & ScreenChomp - Problem-solving app with audio and video editing/uploading components

https://www.ldatschool.ca/assistive-technology/

# data[].attributes.attachment_link.readable_text
Add to favorites
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.

Donovan, L., Green, T., & Hartley, K. (2010). An examination of one-to-one computing in the middle school: Does increased access bring about increased student engagement? Journal of Educational Computing Research, 42, 423-441. doi:10.2190/EC.42.4.d

Doughty, T., Bouck, E., Bassette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166-175. doi:10.1080/10400435.2012.743491

Edyburn, D. (2009). Using research to inform practice. Special Education Technology Practice, 11(5), 21-28. doi:10.1080/09362830902805699

Edyburn, D., Gersten, R. (2007). Defining quality indicators in special education technology research. Journal of Special Education Technology, 22(3), 3-18. doi:10.1598/RRQ.42.1.7

Elkind, J. (1998). Computer reading machines for poor readers. Perspectives International Dyslexia Association, 24, 9-13.

Englert, C. S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research and Practice, 20, 184-198. doi:10.1111/j.1540-5826.2005.00132.x

Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Woblers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30, 9-29. doi:10.2307/30035513

Evmenova, A., Graff, H., Jerome, M., & Behrmann, M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170-182. doi:10.1111/j.1540-5826.2010.00315.x

Fasting, R. B., & Halaas Lyster, S. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20(1), 21-40. doi:10.1080/0885625042000319061

Flanagan, S., Bouck, E. G., & Richardson, J. (2013). Middle school special education teachers' perceptions and use of assistive technology in literacy instruction. Assistive Technology, 25(1), 24-30. doi:10.1080/10400435.2012.682697

Forgrave, K. (2002). Assistive technology empowering students with learning disabilities. Assistive Technology, 75, 122-126. doi:10.1080/00098650209599250

Graham, S. (1999). The role of text production skills in writing development: A special issue. Learning Disabilities Quarterly, 22, 75-77. doi:10.2307/1511267

Handley-More, D., Dietz, J., Billingsley, F., & Coggins, T. (2003). Facilitating written work using computer word processing and word prediction. The American Journal of Occupational Therapy, 57, 139-151. doi:10.5014/ajot.57.2.139

Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243-272. doi:10.1007/s11881-002-0015-8

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37, 143-154. doi:10.1177/0022221940403

Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: A comparison of continuous vs. discrete speech recognition in the remediation of learning disabilities. Journal of Special Education Technology, 15, 19-30.

Holmes, A., & Silvestri, R. (2009). Text-to-voice technology in adult aboriginal sample with reading difficulties: Examination of the efficacy. Toronto, ON: Aboriginal Office of the Ministry of Education and Ministry of Training, Colleges, and Universities.

Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Prepared for Inspiration Software at AEL.

Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24, 9-20.

Judge, S., & Simms, K. A. (2009). Assistive technology at the pre-service level. Teacher Education and Special Education, 32, 33-44.

Langova, Anna. (n.d.) Word help. [Photograph] Retrieved from http://all-free-download.com/free-photos/word_help_185278_download.html

Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20, 5-18.

Lee, Y., & Vega, L. A. (2005). Perceived knowledge, attitudes and challenges of AT use in special education. Journal of Special Education Technology, 20, 60-63.

Lewis, R. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of Learning Disabilities, 31, 16-26.

Lewis, R., Graves, A., Ashton, T., & Kieley, C. (1998). Word processing tools for students with learning disabilities: A comparison of strategies to increase text entry speed. Learning Disabilities Research and Practice, 13, 95-108.

Ludlow, B. L. (2001). Technology and teacher education in special education. Disaster or deliverance? Teacher Education and Special Education, 24, 143-163. doi:10.1177/088840640102400209

MacArthur, C.A. (1998). Word processing with speech synthesis and word prediction: Effects on the dialogue journal writing of students with learning disabilities. Learning Disability Quarterly, 21, 1-16. doi:10.2307/1511342

MacArthur, C. A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22, 158-172. doi:10.2307/1511283

MacArthur, C. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24(2), 93-103. doi:10.1111/j.1540-5826.2009.00283.x

MacArthur, C., & Cavalier, A. (2004). Dictation and speech recognition technology as test accommodations. Exceptional Children, 71(1), 43-58. doi:10.1177/001440290407100103

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273-301. doi:10.1086/499669

MacArthur, C. A., Graham, S., Haynes, J. B., & De La Paz, S. (1996). Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. Journal of Special Education, 21, 22-42. doi:10.1177/002246699603000103

Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18-25.

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research and Practice, 12, 16-28.

Michaels, C. A., & McDermott, J. (2003). Assistive technology integration in special education teacher preparation: Program coordinators' perceptions of current attainment and importance. Journal of Special Education Technology, 18, 29-41.

Montali, J., & Lewandowski, L. J. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29, 271-279. doi:10.1177/002221949602900305

Morrison, K. (2007). Implementation of assistive computer technology: A model for school systems. International Journal of Special Education, 22(1), 83-95.

Mull, C. A., & Sitlington, P. L. (2003). The role of technology in the transition to postsecondary education of students with learning disabilities. Journal of Special Education, 37(1), 26-32. doi:10.1177/00224669030370010301

Nelson, B. (2006). On your mark, get set, wait! Are your teacher candidates prepared to embed assistive technology in teaching and learning? College Student Journal, 40(3), 485 - 494.

Okolo, C. M., & Diedrich, J. (2014). Twenty-five years later: How is technology used in the education of students with disabilities? Results of a statewide study. Journal of Special Education Technology, 29( 1), 1-20.

Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-62.

Raskind, M. & Higgins, E. (1995). Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities, Learning Disability Quarterly, 18, 141-158. doi:10.2307/1511201

Raskind, M. & Higgins, E. (1999). Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities. Annals of Dyslexia, 49, 251-281. doi:10.1007/s11881-999-0026-9

Rao, K., Dowrick, P., Yuen, J., & Boisvert, P. (2009). Writing in a multimedia environment: Pilot outcomes for high school students in special education. Journal of Special Education Technology, 24, 27-38.

Schmitt, A., McCallum, E., Hennessey, J., Lovelace, T., & Hawkins, R. (2012). Use of reading pen assistive technology to accommodate post-secondary students with reading disabilities. Assistive Technology, 24, 229-239. doi:10.1080/10400435.2012.659956

Silió, M. C., & Barbetta, P. M. (2010). The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities. Journal of Special Education Technology, 25, 17-32.

Specht, J., Howell, G., & Young, G. (2007). Students with special education needs and their use of assistive technology during the transition to secondary school. Childhood Education, International Focus Issue, 83, 385-389. doi:10.1080/00094056.2007.10522956

Stetter, M. E., & Hughes, M. T. (2010). Computer-assisted instruction to enhance the reading comprehension of struggling readers: A review of the literature. Journal of Special Education Technology, 25(4), 1-16.

Stodden, R. A., Roberts, K. D., Takahishi, K., Park, H. J., & Stodden, N. J. (2012). The use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362. doi:10.1016/j.procs.2012.10.041

Strangman, N., & Dalton, B. (2005). Using technology to support struggling readers: A review of the research. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 325-334). Whitefish Bay, WI: Knowledge by Design, Inc.

Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of students with learning disabilities. Learning Disabilities Research and Practice, 17, 124-129. doi:10.1111/1540-5826.00039

Tam, C., Archer, J., Mays, J., & Skidmore, G. (2005). Measuring the outcomes of word cueing technology. The Canadian Journal of Occupational Therapy, 72(5), 301-308. doi:10.1177/000841740507200507

Wanzek, J., Vaughn, S., Wexler, J., Swanson, E., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543. doi:10.1177/00222194060390060501

Watkins, M. (1989). Computerized drill-and-practice and academic attitudes of learning disabled students. Journal of Special Education Technology, 9, 167-172.

Watson, A. H., Ito, M., Smith, R. O., & Andersen, L. T. (2010). Effect of assistive technology in a public school setting. American Journal of Occupational Therapy, 64, 18-29. doi:10.5014/ajot.64.1.18

Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behaviour problems (7thed.). Upper Saddle River, NJ, Pearson.
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

Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32, 467-478.

Zcool.com.cn. (n.d.) Modern science and technology picture 02 hd pictures [Photograph]. Retrieved from http://all-free-download.com/free-photos/modern_science_and_technology_picture_02_hd_pictures_168754_download.html

-

# data[].attributes.attachment_link.title
Assistive Technology for Students with Learning Disabilities

# data[].attributes.attachment_link.description
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).

# data[].attributes.body
Some signs and symptoms include:
1. Learning and developing slower than other children their age.
2. Difficulty communicating or socializing with others.
3. Trouble learning in school.
4. Inability to do everyday tasks.
5. Inability to connect actions with consequences.
6. Lower than average scores on IQ tests.

# data[].attributes.attachment_link.title
Developmental Delay: Causes, Symptoms, & Therapies

# data[].attributes.attachment_link.description
A developmental delay refers to a child who has not gained the developmental skills expected of him or her, compared to others of the same age.

# data[].attributes.body
The article above outlines how assistive technology (AT) can be used for students with development delay.

It can be used to help students with;
A). Listening
B). Math
C). Organization and memory
D). Reading & Writing.

Here are some examples of AT devices that can used to help students:
1 - Abbreviation expanders (make abbreviations for frequently used words or phrase).
2 - Audiobooks and publications.
3 - Alternative keyboards (useful for students who have trouble typing).
4 - Graphic organizers.
5 - Proofreading programs (helpful for students who struggling with spelling, grammar, punctation).

# data[].attributes.attachment_link.title
Assistive Technology for Kids with Learning Disabilities: An Overview

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
This video gives a definition of deaf-blindness as well as lists some assistive technologies for those affected by deaf-blindness

# data[].attributes.headline
Assistive Technologies: Word Processing Systems

# data[].attributes.subject
Assistive Technologies: Word Processing Systems

# data[].attributes.body
This video examines how word processing systems and other assistive techonologies aid students with autism

# data[].attributes.attachment_link.title
Assistive technology for kids with autism

# data[].attributes.body
This link provides a hub for multiple strategies and assistive techonlogies for students affected by deaf-blindness

# data[].attributes.attachment_link.title
Assistive technologies for deaf-blind children > Mill Neck International

# data[].attributes.attachment_link.description
Provides publications, website links, PowerPoint slides, and other resources on assistive technologies for deaf-blind children.

# data[].attributes.headline
Kiwi: A high-tech assistive technology for students with autism

# data[].attributes.subject
Kiwi: A high-tech assistive technology for students with autism

# data[].attributes.body
Kiwi is a very high-tech, experimental robot that helps children learn both academics and social skills

# data[].attributes.attachment_link.title
[ROBOTS] Helping children with Autism grow (Autism Spectrum Disorder) | Science Nation

# data[].attributes.body
If an individual is suffering from one of the above mentioned afflictions a speech therapist may be needed.  Speech therapists or Speech-language pathologists (SLPs) assess speech and language skills.  SLPs can work individually with students, in a small group, or classroom setting.  There are a variety of different strategies SLPs use:
Language intervention activities- this is the simplest form of intervention for a speech or language impairment.  This intervention includes: speaking with the child, reading, or using objects to trigger conversation.  This in repetition will build grammar and language skills.
Articulation therapy- this will correct sounds or other speech problems the child is having.  A child mispronouncing certain syllables may require this intervention.  If treated early the speech impairment may not follow to adulthood.
Oral-motor/feeding and swallowing therapy- individuals suffering from chewing, drinking, and swallowing disorders.  This therapy includes oral exercises that will strengthen the jaw and other muscles in the mouth.  Introducing textures and temperatures.

https://kidshealth.org/en/parents/speech-therapy.html

# data[].attributes.body
The best way to treat a speech or language disorder is the use of a speech therapists.  Children should start therapy before or around five years old.  "Parents are key to the success of a child's progress in speech or language therapy. Kids who finish the program quickest and with the longest-lasting results are those whose parents were involved." (kidshealth.org)
Students in the classroom with speech or language disorders need more individualized attention from their teacher(s).  These students should sit at the front of the classroom.  A slower pace should be considered.  There should be a focus on oral presentations and projects rather than written work.  Students that have trouble hearing may benefit from technology (video with captions).
Individualized Education Programs (IEPs):
This is a special service offered in most schools.  Students with a speech or language disorder may be eligible to attend an IEP.  There also may be separate classroom or school the child must attend.  If teachers see any sign of a disorder they should refer the child to an IEP.
504 Plans:
504 plans monitor students in the classroom.  This is less individualized or special attention than an IEP.  This will be the support of additional staff or a shadow teacher to monitor the student.  The shadow teacher will monitor the child in the classroom one- on- one.

https://kidshealth.org/en/parents/504-teachers.html
https://kidshealth.org/en/parents/iep-teachers.html

# data[].attributes.body
Assisted language devices:
Electronic Fluency Devices can help people who suffer from stuttering.  This device will playback ones voice with the altered speech patterns.  This will help correct speech.
Assisted hearing and speech devices:
Assistive listening devices (ALDs), Augmentative and alternative communication (AAC) devices, Alerting devices.  These devices help those with hearing disorders.  ALDs can be paired with a hearing aide to amplify sound and block out background noise.  AAC devices can be a simple picture board or computer/ tablet to let individuals communicate through pictures and text.  There are Alerting devices that emit a louder sound then normal for a doorbell or phone.  If hearing is severely impaired a blinking light.

https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders#:~:text=The%20terms%20assistive%20device%20or,to%20express%20thoughts%20more%20easily.