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Classifications for VI for special education are:

1. Mild visual impairment

2. Moderate visual impairment

3. Blindness

4. Severe blindness

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Classification for DHH in special education are:

1. Deaf - absence of enough measurable hearing (usually a pure tone average of 66-90+ decibels without amplification).

2. Hearing Loss -absence of enough measurable hearing (usually a pure tone average of 33-65 decibels without amplification)

3. Amplification - determining the level of amplification for students with a hearing impairment is highly important so their environment has an appropriate acoustics, speakers, mics, etc.

4. Psychological Evaluation - important to look at overall data with students who are Deaf or Hard-of-Hearing.

5. Speech-Language Evaluation - It is important to note if the student will be using ASL (American Sign Language) or an AT device to communicate and how their skills in receptive/expressive language.

6. Assistive Technology Evaluation - this should be done to provide the correct accommodations such as an AAC device, core boards, etc.

reference: Deaf/Hard of Hearing (D/HH). Definitions. A Child, archives.gadoe.org/DMGetDocument.aspx/DHH_Rules_and_Regulations.pdf?p=6CC6799F8C1371F603FEC15D61D462810206EFC6597482136605AB10BBC9A77C&Type=D. Accessed 26 June 2024.

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

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

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

Concept skills

Academic skills

Auditory skills

Sensory and motor skills

Orientation and mobility skills

Career and vocational skills

Organizational and productivity skills

Braille skills

Recreation and leisure skills

Assistive technology skills

Social skills

Independent daily living skills

Utilization of low vision skills

Assistive Technology

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

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

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

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

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

Orientation and Mobility Instruction

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

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

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

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

Downloads

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

Online Resources

For More Information

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

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

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

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

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I have students that have visual impairment in my classroom.

Some of the accommodations that our students get are the following:

1. Handicap students have a stand hooked to their rifften chair so that they can have their device close to them so they can see it.

2. Students get VI services that come to the classroom once a week for both indirect and direct services.

3. Parents have to authorize a device for their child so they can use it in school and have to be trained on the software that is provided with the device.

4. Large print for students so that they are able to see the words.

These students that have VI accommodations, we use large font for them, we have cue cards so that they can see it and make a choice between two cards to answer the questions. In addition, when playing cards, we have the jumbo cards so they can play with their friends within the classroom and engage their social and emotional skills among their classmates. We also have yes and no buttons that they can use so when a teacher or someone is asking them a question they are able to answer the question with the buttons. Everything that we do in our classroom is for the benefit of the student to gain the learning to the best of their ability with their disability. The vision support service comes and helps the students and if they can provide more support and services such as technology, equipment and other related manipulates, then they do that. The only problem that we have is that they only come once a month unless stated on the IEP.

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Assessments that you can give students with VI 

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Assessments that you can give students with VI 

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Medical and educational teams will use information gathered through assessments to set your child up for success. Information from assessments provides the foundation needed to create strategies and supports to address your child's unique needs. Your professional team may perform a range of the following key assessments, as necessary, with your child.

Clinical Low-Vision Evaluation

A clinical low-vision evaluation is specifically intended for people with low vision. It assesses whether a child will benefit from optical devices, such as monocular telescopes and/or magnifiers. An optometrist or ophthalmologist who specializes in low vision and the prescription of vision devices performs this evaluation. The evaluation centers on how the child uses his or her vision on a daily basis in school, at home, and in the community. Visual acuity, visual fields, and color vision are measured.

In addition, the clinical low-vision specialist will check for refractive errors (the shape of the eye doesn't bend like correctly resulting blurred vision) and the potential for the student to benefit from vision devices. Often devices are prescribed to meet a specific request of the patient. For example, a patient may want to access prices on items in the grocery store; the doctor may then prescribe a pocket magnifier that can be conveniently placed in a purse or pocket. One of the most beneficial results of the low-vision evaluation is the link made between medical and functional or daily living aspects of vision loss. It is recommended that this evaluation is performed regularly to determine needs as vision changes.

The Functional Vision Assessment (FVA)

An FVA provides information about how your child uses his or her current vision to access the visual world. It is an assessment of how a child uses the vision he or she has in everyday life, so it is usually not done with children who are totally blind or have light perception only. Since a child's visual condition and abilities can change over time, the FVA needs to be repeated periodically.

The FVA will investigate how your child uses his vision for:

near tasks, closer than 16 inches;

intermediate tasks, 16 inches to 3 feet; and

distance tasks, more than 3 feet away.

The results of this assessment will enable the team to determine what your child may need to be able to access visual information at a school and in the community more efficiently. Some issues and strategies the team might discuss based on the results include low-vision devices, assistive technology (AT), proximity to chalk boards or Smart boards, lighting, color contrast, using a cane, training the other senses, and more. The FVA is performed by a teacher of students with visual impairments (TVI). The TVI may ask to use information provided by the general education teacher and medical professionals. A copy of your child's medical diagnosis, eye exam report, and clinical low-vision evaluation are not required, but would be useful for this assessment.

Learning Media Assessment (LMA)

The LMA determines what mode and format your child will use to read and write and is performed by a teacher of students with visual impairments (TVI). This may include braille, audio, digital text, large print, or a combination of approaches. Reading and writing may also be accessed through assistive technology (AT) or low-vision devices.

The LMA will provide information about the accessible educational materials (AEM) the student will need while in class. One key purpose of the LMA is to determine whether the student who is blind or visually impaired (B/VI) needs braille instruction. Please note that braille will provide grammar and spelling access in a way that audio information does not.

Other Possible Assessments

Other assessments conducted based on the unique strengths and challenges that your child has may include orientation and mobility assessments performed by a certified orientation and mobility specialist (COMS), and an assistive technology (AT) assessment. The orientation and mobility assessment will help the COMS determine how to best instruct your child for safe and effective navigation in various environments, and whether a cane or other adaptive tools are needed. A common assessment performed by COMS includes Teaching Age-Appropriate Purposeful Skills (TAPS).

Want to learn more about these assessments?
Please visit the following sites for more information:

Does your child's school team want more guidance for working with students who are B/VI?
Offer them the opportunity to explore the following resource : 2017 Ohio Guidelines for Working With Students Who are Blind or Visually Impaired.

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The Outreach Center for Deafness and Blindness

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MedEd Connections Resource Guide: Blind and Visually Impaired (B/VI) | The Outreach Center for Deafness and Blindness

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The Outreach Center for Deafness and Blindness

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Go Talk which is a device that has pictures on it so that the students can communicate and answer questions in class.

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Speech-generating devices will take pictures and convert it to words or a sentence so that the student is able to communicate what they want to say by using pictures.

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Assistive Technology in Special Education | Recite Me

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Learn more about the power of Assistive Technology for students in Special Education - how they can help students with special needs.

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AT for students that need them can use devices, software, tools and equipment for them to be able to communication with teachers and classmates. It also helps with their cognitive and physical disabilities so that they are able to enhance their skills and overcome any learning challenges that they might have to communicate with others. It will also help the students to communicate with the reset of the world and not just their school friends and staff.

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Examples of Assistive Technology in the Classroom

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Students with learning differences, like those with Autism spectrum disorder or visual impairments, require a little extra help in the classroom.

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Auditory - People who are deaf or hard of hearing.

Communication - I-pad, computer, devices with specific software

Natural environment

Screen readers - screen reader is text-to-speech software that presents digital content for people who are blind or visually impaired. Screen readers can also output text to a refreshable braille display.

Computer access aids

Mobility aids - People who have limited fine motor control, muscle slowness, or tremors and spasms

Seating and positioning

Augmentative communication

Cognition - People who have learning disabilities, memory impairments, attention disorders, or difficulty with problem-solving and logic.

Daily living - day to day living and communication

Orthotic devices - OT support, walkers, wheelchairs, rifften chairs, stand up stands

Recreation and leisure aids

Sensory aids - fidgets for students to use

Speech input software - text to speech, go talk

Vision - People who are blind, low vision, or colorblind.

Visual aids - Cue cards, yes and no buttons

https://www.audioeye.com/post/types-of-assistive-technologies/

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A switch device is a type of assistive technology that replaces the need to use a keyboard or mouse and is used by people with motor impairments to access and control computers, smartphones, electric wheelchairs, communication devices and more. There are many factors involved when choosing the best switch device, including preference, mobility, and a user's settings.

A classic example is a large, round button a user can press with their hand, foot or whatever is most comfortable. On the screen, a focus indicator will automatically cycle through different objects on the site, and the user clicks by activating the switch.

World famous theoretical physicist Stephen Hawking used a "clicker" switch in his earlier years. However, as he lost control of his hand muscles due to his Amyotrophic lateral sclerosis (ALS), Stephen converted to using a "cheek-switch."

A "Sip and Puff" system is another example of a switch device. This type of assistive technology allows a user to activate the switch by sipping (inhaling) or puffing (exhaling). Sip and Puff devices usually come with a joystick to control the mouse cursor with their mouth, cheek, chin or tongue. Performing cursor movements with a sip and puff joystick are fast and precise when compared to other on-screen keyboards or alternatives, which is excellent for drawing, playing games or any application requiring accurate cursor control.
Examples of barriers for people with physical disabilities using switch devices include:

Website or digital interface does not provide full keyboard support;

Hover-only states, click and drag movements or other advanced gestures; and

Insufficient time limits to respond or to complete tasks such as forms.

There are-of course-more factors to consider to ensure website accessibility. Reach out to AudioEye to learn about our complete hybrid solution that provides accessibility to all your users.

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A switch device is a type of assistive technology that replaces the need to use a keyboard or mouse and is used by people with motor impairments to access and control computers, smartphones, electric wheelchairs, communication devices and more. There are many factors involved when choosing the best switch device, including preference, mobility, and a user's settings.

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Preschool Deaf and Hard of Hearing Class at Seven Oaks Elementary

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Specific activities to improve the Physical Well Being of DHH students 

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Specific activities to improve the Physical Well Being of DHH students 

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APH — Ways to Incorporate Physical Fitness Into the Lives of Individuals Who are Deaf-Blind

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American Printing House for the Blind: The world’s largest nonprofit organization creating educational, workplace, and independent living products and services for people who are visually impaired.

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Students who would benefit from DHH services

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Students who would benefit from DHH services

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Many students can benefit from DHH services!

-Students who are Deaf

-Students who have severe Hearing Loss and have a cochlear implant

-Students who have Mild, Moderate, and Severe Hearing Loss and require hearing aids

These students will have service times with a DHH teacher or specialist to target their unique language and learning needs. The DHH teacher/specialist will collaborate with other team members (general education teacher, special education teacher, SLP, OT, etc) to create goals and objectives that are appropriate for the student. The DHH teacher will also collaborate with the team on specific signs if ASL is involved!

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Specific Activities to improve Social-Emotional Skills

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Specific Activities to improve Social-Emotional Skills

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Supporting Success for Children with Hearing Loss

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Building Social Skills for Students who are deaf of hard of hearing

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7 Strategies to Improve Academic Skills for DHH students. 

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7 Strategies to Improve Academic Skills for DHH students. 

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Deaf children in mainstream schools face challenges to their learning which their hearing peers don't experience. Teachers with deaf students in their class need to use inclusive strategies to assist their learning.
Here are 7 teaching strategies that will help empower your deaf students to do their best in school and set them up for success at college, university and in the workplace.

1) Ensure there is a clear line of sight
Photo by NeONBRAND on Unsplash
You can help your hard-of-hearing students by inviting them to sit at the front of the classroom if they want to. If your student is using an interpreter or relying on lip-reading, visual clues or a hearing aid, being closer to the front will help them learn.

Ensure you are facing the classroom when you speak, not the whiteboard. Good lighting is also a must so they can see you clearly.

Speak normally and clearly, emphasising keywords. Repeat and rephrase when necessary.

If you are organising a group activity, help students who lip-read by positioning the group in a circle so that the deaf learner can see all the other participants as they speak.

2) Provide written handouts & visual aids

Deaf learners who are lip-reading, watching an interpreter or using a hearing aid may find it difficult to take notes from a whiteboard at the same time. So your deaf students don't miss anything important, make all information and announcements from class available as a written handout.

Visual aids and learning materials are a great way to support deaf learners but it's important not to rush through visual content, particularly when you are speaking at the same time.

Give your deaf learners time to look at the visual content and take it in before you start speaking. They need time to switch between the visual and the auditory.

3) Show captioned or interpreted video

If you are using video as part of your class teaching, try to find captioned or sign language interpreted options. If these aren't available, consider how else to engage your deaf student with the learning material in the video.

The most important thing for teachers is to be as inclusive as possible every step along the deaf learners' journey.

4) Reduce background noise
Photo by Element5 Digital on Unsplash
For students who use a hearing aid, it helps if you reduce the amount of background noise in the room. Easier said than done in some noisy classrooms! Besides managing student behaviour, however, think of other ways you can limit background noise in the room. Can you close the windows and doors, for example?

Clearly repeating questions or responses from other students in the class will help your deaf learners understand what their classmates are saying.

You want your deaf and hard-of-hearing students to feel included in your class conversations. Ask them how they will feel most comfortable participating in class discussions.

5) Use available resources

You could consider learning sign language and encourage other class members to learn sign language too. Additionally, you can use the technology available to assist deaf learners.

For example, if possible, allow deaf students to record the lesson with live remote captioning, or provide a recording of the lesson yourself so that a transcript can be made available later.

Some hearing aids have a transmitter and receiver system with a clip-on microphone for the speaker so find out if this equipment might be useful to your deaf student.

Send your students copies of your teaching notes and any visual aids you used in the lesson. Wherever you can, make use of resources like peer tutoring, special educators, interpreters, notetakers, therapy services and teacher aides.

6) Check-in with your deaf students

Make sure your deaf students know that you are there for them and adjust your teaching strategies according to whatever they feel comfortable with.

Respecting their choices is important. You want to help empower them to be the best learners they can be. Before, during and after a lesson check that they have understood what you are teaching and repeat anything they ask you to repeat.

According to the deaf health charity, Sign Health, deaf children are 30% to 50% more likely to experience mental health challenges, compared to hearing children. If your deaf student is experiencing challenges to their mental health, it is important as their teacher that you know how you can help.

Fortunately, there are specialised resources out there that help children cope and understand their emotions, thoughts and feelings. The National Deaf Child and Adolescent Mental Health Service (NDCAMHS) works with D/deaf children and young people aged 0 - 18 who have emotional or behavioural issues. Deaf4Deaf offer psychological therapies for students and can support in getting this support funded. For students over the age of 18, Sign Health offers Psychological Therapy services in BSL too.

Sign Health has a range of BSL Health video resources to help deaf or Deaf people get the information they need to thrive.

7) Adapt your teaching for distance-learning strategies

While online and remote learning is far from a new concept, the COVID-19 pandemic has forced many teachers to rapidly adapt their in-class teaching methods to help students learning from home.

The lack of face-to-face communication has, however, added another barrier to the Deaf Community in accessing information and feeling connected. To learn some tips on coping with COVID-19 when you are deaf or know a deaf person, read this article and check out the BSL translation.

A lot of the above tips for teaching deaf learners are still relevant for distance learning. If you are teaching via Zoom, for example, it's important to ensure the lighting is good. Set yourself up in a quiet area to reduce the background noise that could interfere with closed captioning or transcripts.

Are you a teacher wanting to know more ways to support your deaf or hard-of-hearing student? Contact us and we will help.

Conclusion

Teaching has got to be one of the most creative, innovative jobs out there. There simply isn't a one size fits all approach to teaching. Therefore, the most dedicated teachers adapt their methods according to whatever their students need.

If you have deaf or hard-of-hearing students in your class, you need to adapt your teaching methods to best support their learning with inclusive strategies.

The suggestions above are also beneficial for students who have other barriers to learning, like auditory processing disorders, dyslexia, etc. If we create environments that enhance and support the education of students with more barriers to their learning, it can actually benefit everyone in the room.

It's okay to make mistakes along the way as long as you are open to feedback, use the resources out there and work closely with the deaf students to empower them to learn.

Key takeaways:

1. Set your deaf and hard-of-hearing students up for success by adapting your teaching methods to support their learning.

2. Prepare your classroom. Ensure they have a clear line of sight to you at all times and reduce background noise by shutting the classroom door, for example. Speak normally but clearly and emphasise keywords.

3. Use the technology, resources and visual aids available to support your deaf students' learning. Include them in the plan of action so they feel empowered and you know what they are comfortable with.

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7 Teaching Strategies to Empower Deaf Students

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These 7 teaching strategies will help empower your deaf students to do their best in school and set them up for success at university and in the workplace.

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This article explains how 'no tech', 'low tech', and 'high tech' can be used in the classroom.

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Did you know... - Approximately 85% of all DHH students in the United States are educated in public school programs with 43% spending most of the school day in general education classrooms (U.S. Department of Education, Office of Special Education and Rehabilitative Services, & Office of Special Education Programs, 2004).

- In general, the average academic achievement of DHH students is considerably below that of their hearing peers (Traxler, 2000).
-Around 466 million people worldwide have disabling hearing loss, and 34 million of these are children (World Health Organization, 2020).
​- 60% of childhood hearing loss is due to preventable causes (World Health Organization, 2020).
- A mild hearing loss can cause a child to miss as much as 50% of classroom discussion (CHC, 2016).

FM System- FM systems send the teacher's voice from a wireless microphone directly to a receiver worn by a student with hearing loss. It can be connected to a hearing aid or cochlear implant, or a headset/ earbuds. This enhances what the child is able to hear as they are able to directly hear the teacher's voice without distractions.

Closed Captioning- Closed captions provide spoken dialogue as printed words on a screen when playing a video or audio. If indicated on a child's IEP, schools are required to use captioned audio and video.

Augmentative and Alternative Communication (AAC)- AAC devices are communication devices, systems, tools, and strategies that replace or support verbal communication for those who have difficulties using speech. They use pictures or symbols to represent words that students can use to create phrases or sentences to communicate nonverbally. This is a useful way of communication between deaf students and their teachers and peers that do not know sign language. Most AAC devices in classrooms are on iPads/ tablets, or they can also be done on paper.

Speech to Text- Speech to text devices convert spoken word into written text. There are many apps on technology devices that use a microphone to decipher what the speaker is saying, and then translate it to text on the screen. This can be a helpful tool during lectures so students can pay attention to what the teacher is saying and keep the transcript as their notes, rather than having to take down the notes. Some examples of speech-to-text apps are Google Live Transcribe and AVA, which both translate spoken word into written text.

Keep background noise to a minimum - Do not open windows, allow side conversations, run the pencil sharpener, turn on loud electric fans/AC units, move furniture around, etc. while class is in session.

Enunciate your words - Speak naturally without exaggerated lip movements; be clear and easy to understand.

Address the child by name - This will help your student with a hearing loss know you are speaking to him/her.

Repeat the question - Many times when a student asks a question, other students cannot hear what was asked. Repeating the question will help all students understand the answer.

Project your voice when far away - This will help not only your student who is hard of hearing, but the whole class.

Provide your student with a written copy of notes - Giving an outline of the lesson will allow the student to listen to all of the important points you make. It may be difficult for them to listen and take notes at the same time, so providing them with this gives them the chance to focus fully on what is said during the lesson.

Check in - Create a signal with your student who is hard of hearing to use to be sure he/she understands the instructions. Be sure ask other students if they have heard/understood the directions to avoid always singling out the child with hearing loss.

Preference seating- Encourage students with hearing loss to sit at the front of the classroom to allow for better hearing and an unobstructed view of you and the board ​

Avoid- Facing the board when teaching, chewing gum when speaking to students, and singling out DHH students

​* All info. per the Massachusetts Department of Elementary and Secondary Education

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Assistive Technology for Deaf/Hard of Hearing Children Erin Turner

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Did you know... - Approximately 85% of all DHH students in the United States are educated in public school programs with 43% spending most of the school day in general education classrooms (U.S. Department of Education, Office of Special Education and Rehabilitative Services, & Office of Special Education Programs, 2004).

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Assistive Listening Devices for DHH students

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Assistive Listening Devices for DHH students

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This website dives into all the different technology available for students who are Deaf or Hard-of-Hearing.

1. assistive listening devices (ALDs) = help amplify the sounds you want to hear. This can be used with a hearing aid or cochlear implant.

2. Augmentative and alternative communication (AAC) devices = helps express themselves and can range from simple picture boards to computer programs.

3. Alerting devices = these connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light when an event is taking place.

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What are assistive devices?

The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate. These terms often refer to devices that help a person to hear and understand what is being said more clearly or to express thoughts more easily. With the development of digital and wireless technologies, more and more devices are becoming available to help people with hearing, voice, speech, and language disorders communicate more meaningfully and participate more fully in their daily lives.

What types of assistive devices are available?

Health professionals use a variety of names to describe assistive devices:

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

Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.

What types of assistive listening devices are available?

Several types of ALDs are available to improve sound transmission for people with hearing loss. Some are designed for large facilities such as classrooms, theaters, places of worship, and airports. Other types are intended for personal use in small settings and for one-on-one conversations. All can be used with or without hearing aids or a cochlear implant. ALD systems for large facilities include hearing loop systems, frequency-modulated (FM) systems, and infrared systems.

Hearing loop (or induction loop) systems use electromagnetic energy to transmit sound. A hearing loop system involves four parts:

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

An amplifier

A thin loop of wire that encircles a room or branches out beneath carpeting

A receiver worn in the ears or as a headset

Amplified sound travels through the loop and creates an electromagnetic field that is picked up directly by a hearing loop receiver or a telecoil (see sidebar), a miniature wireless receiver that is built into many hearing aids and cochlear implants. To pick up the signal, a listener must be wearing the receiver and be within or near the loop. Because the sound is picked up directly by the receiver, the sound is much clearer, without as much of the competing background noise associated with many listening environments. Some loop systems are portable, making it possible for people with hearing loss to improve their listening environments, as needed, as they proceed with their daily activities. A hearing loop can be connected to a public address system, a television, or any other audio source. For those who don't have hearing aids with embedded telecoils, portable loop receivers are also available.

What's a telecoil?

A telecoil, also called a t-coil, is a coil of wire that is installed inside many hearing aids and cochlear implants to act as a miniature wireless receiver. It was originally designed to make sounds clearer to a listener over the telephone. It also is used with a variety of other assistive listening devices, such as hearing loop (or induction loop) systems, FM systems, infrared systems, and personal amplifiers.

The telecoil works by receiving an electromagnetic signal from the hearing loop and then turning it back into sound within the hearing aid or cochlear implant. This process eliminates much of the distracting background noise and delivers sound customized for one's own need. For people who are hard-of-hearing who do not have a telecoil-equipped hearing aid or cochlear implant, loop receivers with headsets can provide similar benefits but without the customized or "corrected sound" feature that matches one's hearing loss pattern.

Many cochlear implants have a telecoil built into the sound processor, or can use an external telecoil accessory with both hearing aid compatible telephones and public loop systems. A simple switch or programming maneuver performed by the user activates this function.

See the NIDCD fact sheet Hearing Aids for more information.

FM systems use radio signals to transmit amplified sounds. They are often used in classrooms, where the instructor wears a small microphone connected to a transmitter and the student wears the receiver, which is tuned to a specific frequency, or channel. People who have a telecoil inside their hearing aid or cochlear implant may also wear a wire around the neck (called a neckloop) or behind their aid or implant (called a silhouette inductor) to convert the signal into magnetic signals that can be picked up directly by the telecoil. FM systems can transmit signals up to 300 feet and are able to be used in many public places. However, because radio signals are able to penetrate walls, listeners in one room may need to listen to a different channel than those in another room to avoid receiving mixed signals. Personal FM systems operate in the same way as larger scale systems and can be used to help people with hearing loss to follow one-on-one conversations.

Infrared systems use infrared light to transmit sound. A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener. The receiver decodes the infrared signal back to sound. As with FM systems, people whose hearing aids or cochlear implants have a telecoil may also wear a neckloop or silhouette inductor to convert the infrared signal into a magnetic signal, which can be picked up through their telecoil. Unlike induction loop or FM systems, the infrared signal cannot pass through walls, making it particularly useful in courtrooms, where confidential information is often discussed, and in buildings where competing signals can be a problem, such as classrooms or movie theaters. However, infrared systems cannot be used in environments with too many competing light sources, such as outdoors or in strongly lit rooms.

Personal amplifiers are useful in places in which the above systems are unavailable or when watching TV, being outdoors, or traveling in a car. About the size of a cell phone, these devices increase sound levels and reduce background noise for a listener. Some have directional microphones that can be angled toward a speaker or other source of sound. As with other ALDs, the amplified sound can be picked up by a receiver that the listener is wearing, either as a headset or as earbuds.

What types of augmentative and alternative communication devices are available for communicating face-to-face?

The simplest AAC device is a picture board or touch screen that uses pictures or symbols of typical items and activities that make up a person's daily life. For example, a person might touch the image of a glass to ask for a drink. Many picture boards can be customized and expanded based on a person's age, education, occupation, and interests.

Keyboards, touch screens, and sometimes a person's limited speech may be used to communicate desired words. Some devices employ a text display. The display panel typically faces outward so that two people can exchange information while facing each other. Spelling and word prediction software can make it faster and easier to enter information.

Speech-generating devices go one step further by translating words or pictures into speech. Some models allow users to choose from several different voices, such as male or female, child or adult, and even some regional accents. Some devices employ a vocabulary of prerecorded words while others have an unlimited vocabulary, synthesizing speech as words are typed in. Software programs that convert personal computers into speaking devices are also available.

What augmentative and alternative communication devices are available for communicating by telephone?

For many years, people with hearing loss have used text telephone or telecommunications devices, called TTY or TDD machines, to communicate by phone. This same technology also benefits people with speech difficulties. A TTY machine consists of a typewriter keyboard that displays typed conversations onto a readout panel or printed on paper. Callers will either type messages to each other over the system or, if a call recipient does not have a TTY machine, use the national toll-free telecommunications relay service at 711 to communicate. (See Telecommunications Relay Services for more information.) Through the relay service, a communications assistant serves as a bridge between two callers, reading typed messages aloud to the person with hearing while transcribing what's spoken into type for the person with hearing loss.

With today's new electronic communication devices, however, TTY machines have almost become a thing of the past. People can place phone calls through the telecommunications relay service using almost any device with a keypad, including a laptop, personal digital assistant, and cell phone. Text messaging has also become a popular method of communication, skipping the relay service altogether.

Another system uses voice recognition software and an extensive library of video clips depicting American Sign Language to translate a signer's words into text or computer-generated speech in real time. It is also able to translate spoken words back into sign language or text.

Finally, for people with mild to moderate hearing loss, captioned telephones allow you to carry on a spoken conversation, while providing a transcript of the other person's words on a readout panel or computer screen as back-up.

What types of alerting devices are available?

Alerting or alarm devices use sound, light, vibrations, or a combination of these techniques to let someone know when a particular event is occurring. Clocks and wake-up alarm systems allow a person to choose to wake up to flashing lights, horns, or a gentle shaking.

Visual alert signalers monitor a variety of household devices and other sounds, such as doorbells and telephones. When the phone rings, the visual alert signaler will be activated and will vibrate or flash a light to let people know. In addition, remote receivers placed around the house can alert a person from any room. Portable vibrating pagers can let parents and caretakers know when a baby is crying. Some baby monitoring devices analyze a baby's cry and light up a picture to indicate if the baby sounds hungry, bored, or sleepy.

What research is being conducted on assistive technology?

The National Institute on Deafness and Other Communication Disorders (NIDCD) funds research into several areas of assistive technology, such as those described below.

Improved devices for people with hearing loss
NIDCD-funded researchers are developing devices that help people with varying degrees of hearing loss communicate with others. One team has developed a portable device in which two or more users type messages to each other that can be displayed simultaneously in real time. Another team is designing an ALD that amplifies and enhances speech for a group of individuals who are conversing in a noisy environment.

Improved devices for nonspeaking people

More natural synthesized speech
NIDCD-sponsored scientists are also developing a personalized text-to-speech synthesis system that synthesizes speech that is more intelligible and natural sounding to be incorporated in speech-generating devices. Individuals who are at risk of losing their speaking ability can prerecord their own speech, which is then converted into their personal synthetic voice.

Brain-computer interface research
A relatively new and exciting area of study is called brain-computer interface research. NIDCD-funded scientists are studying how neural signals in a person's brain can be translated by a computer to help someone communicate. For example, people with amyotrophic lateral sclerosis (ALS, or Lou Gehrig's disease) or brainstem stroke lose their ability to move their arms, legs, or body. They can also become locked-in, where they are not able to express words, even though they are able to think and reason normally. By implanting electrodes on the brain's motor cortex, some researchers are studying how a person who is locked-in can control communication software and type out words simply by imagining the movement of his or her hand. Other researchers are attempting to develop a prosthetic device that will be able to translate a person's thoughts into synthesized words and sentences. Another group is developing a wireless device that monitors brain activity that is triggered by visual stimulation. In this way, people who are locked-in can call for help during an emergency by staring at a designated spot on the device

Where can I get more information?

The NIDCD maintains a directory of organizations that provide information on the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language.

Use the following keywords to help you search for organizations that can answer questions and provide printed or electronic information on assistive devices:

For more information, contact us at:

NIDCD Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
Toll-free voice: (800) 241-1044
Toll-free TTY: (800) 241-1055
Email: nidcdinfo@nidcd.nih.gov

NIH Publication No. 11-7672
December 2011

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Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders

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What are assistive devices? The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate.

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Explanation of how diagnostic assessments inform the need for each related service

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Explanation of how diagnostic assessments inform the need for each related service

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If a student is suspected of having a vision or hearing impairment, the service providers will be notified and invited to the initial meeting.

During the evaluation process, the service providers should conduct their own assessments if applicable to the student.

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Diagnostic assessment is important to determine if the student has a learning disability or need for support.

https://www.renaissance.com/2021/05/20/blog-the-importance-of-using-diagnostic-assessment-4-tips-for-identifying-learner-needs/

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Diagnostic, or drill-down, assessment plays an important role in how teachers identify and understand learning strengths and needs in specific skill areas. Understanding how to utilize diagnostic assessments in education and use them to align tools with learner needs is essential for students to stay on track for grade-level expectations.

If a diagnostic assessment process is not part of your current education system, it's not too late to implement one. In this blog, you will learn:

Tips for utilizing diagnostic assessments most effectively

The difference between diagnostic assessment and diagnosis

Specific assessments that are often used in the diagnostic assessment process

And more

What is a diagnostic assessment in education?

In education, diagnostic assessment is the use of multiple measures and reports to identify student strengths and needs in specific skill areas. With this information, teachers can provide instruction to properly address learning needs.

It's also a key element of a multi-tiered system of supports (MTSS). Within the context of an MTSS framework, diagnostic assessment is used to better understand students' academic or social-emotional behavior needs that were broadly detected by a universal screener.

There are five types of assessments often used in the diagnostic assessment process:

Why is alignment so important?

Skipping the diagnostic assessment process can unnecessarily lead to intervention alignment issues-i.e., do the student's needs, the selected intervention, and the chosen progress monitoring tool all agree?

Without diagnostic assessment, interventions might be selected based on:

Familiarity

Guesswork

Doing what has always been done

Taking the time to get to the specific skill gap or root cause significantly increases the likelihood that a selected intervention will be effective.

Diagnostic assessment vs. diagnosis

Diagnostic assessment is the process of identifying the reason for a problem, while diagnosis is the product of a comprehensive evaluation to match a student's symptoms with the criteria for a specific disorder.

While they serve very different purposes, both play an important role in identifying student learning challenges and needs. Remember, the presence of a diagnosis does not automatically mean a student is eligible for special education.

Sometimes, a student who has been diagnosed with a certain disorder might not qualify for special education because overall achievement is strong. This can only be determined when requested evaluation data is considered to see if it indicates a need for special education services.

4 tips for successfully utilizing diagnostic assessments in education

Implementing diagnostic assessments in the classroom can be hard work. Use these four tips for a successful transition into utilizing diagnostic assessments in education.

#1: Use data to guide diagnostic assessments

By using whole child data, you ensure that a learner's success is being supported through many interconnected, data-informed lenses. To do this, be sure your team is using data to guide assessments:

Use high-quality data that is valid, reliable, and accurate. If teams are using assessments that aren't measuring what they've set out to measure, the data produced by the assessment won't be of high enough quality to drive important decisions, like intervention methods.

Use multiple measures and data points. For individual learners, this helps you to understand patterns rather than using a single measure.

Invest in tools that make this process possible. Using the right tools gives educators the instant ability to get to the bottom of a problem, explore a student's needs, and efficiently determine the best next step.

#2: Ensure progress monitoring alignment

To measure student improvement, a progress measure that matches the instructional focus should be used at regular intervals. Using a progress monitoring assessment shows whether the intervention is working and if it's working fast enough.

These two progress monitoring tools are typically used by alternating between the two assessments every other week:

1. General outcome measures help you to determine whether the student is on track to meet grade-level expectations. Examples of general outcome measures for progress monitoring include FastBridge and Star Assessments from Renaissance.

2. Skill-based measures help you to better understand performance on a specific skill. Renaissance's unique Star Phonics assessment allows you to diagnose 12 critical phonics categories and 102 skills that are essential to success in reading.

As a team, educators check the alignment between the student's needs, intervention, and the progress monitoring tool to ensure effectiveness. If progress is not being made, intervention is necessary, or additional diagnostic assessments could be used to identify specific learning gaps.

However, for many students, a process of diagnostic assessment and targeted instruction and intervention will result in learning improvements.

#3: Connect diagnostic assessment to a specific plan

Once the diagnostic assessment process is complete, and intervention and progress monitoring tools have been selected, it's time to document a concrete plan.

Creating a specific plan connected to a diagnostic assessment involves articulating the identified goals of a student and the actions the education team will take together to help reach them. When writing student goals, make sure they are...

...to easily determine whether or not they're achieved. Also, be sure to include:

Intervention strategy

Duration

Frequency

Setting location

#4: Create a plan for tracking fidelity

Finally, ensure your team has a process and document or tool for tracking fidelity metrics, because the data gathered here is key to evaluating intervention effectiveness down the road.

When tracking, be sure to ask yourself these two questions and to include all necessary information in your report:

1. "Did we do what we said we would?" Note whether students are participating in the intervention, what their engagement looks like, and how often/how long you provided the intervention. You can also include what the setting is like when you're implementing interventions and who is acting as the interventionist. Identifying all of these points will help with evaluating progress monitoring information.

2. "Did we do it the way it was designed?" Think of this like cooking food using a recipe. Did you follow all of the instructions exactly, or did you add extra steps or leave something out? If you improvised at any point, note this during tracking. If results turn out poorly, you have this to look back on and can reevaluate and try it again.

Identify learner needs through diagnostic assessment with Renaissance's comprehensive tools

If you don't have a diagnostic assessment process in place throughout your school system, you could be doing more harm than good for your students. With Renaissance's comprehensive assessment and management tools, educators use data to serve the whole child, equipping them with the best interventions possible for long-lasting results.

With these tools, educators can:

Monitor learning and growth

Identify academic and social-emotional behavioral needs

Align targeted supports

As a result of diagnostic assessments and following established processes, learning is accelerated for each student.

If diagnostic assessment processes are not implemented in your schools to help successfully identify learners' needs, they should be. Connect with an expert to learn how Renaissance can help.

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The importance of using diagnostic assessment: 4 tips for identifying learner needs

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Interested in learning about diagnostic assessments? Get four tips for implementing diagnostic assessments to identify learner needs.