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Definition- According to the U.S Department of Education

Sec. 300.8 (c) (7)

Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c » 7

(7) Multiple disabilities mean concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities do not include deaf-blindness.

Teaching Strategies-

Working with Students Who Have Multiple Disabilities

Believe in them

Have a 4-year plan

Work together with team members

Develop group goals

Work directly and often with the student and their paraprofessionals

Wait for the student’s response

Make decisions based on the type of communicator they are

Make decisions based on their Learning Medium

Determine how the student will respond

Trust your gut in regards to mastery

Assistive Technologies

Selecting books for students with multiple disabilities presents a range of options, depending on the needs and interests of a particular child.  Books may also be used to address many different types of goals, and a variety of books may be appropriate at different times.  For example, socializing with peers may be a focus during one literacy activity, handling books and fine motor goals may be a goal at another time, and learning new vocabulary may be an objective during another part of the day.

We hope you will explore the options outlined here and share your ideas for other books and activities!

Language Experience Books

Object Books

Predictable Books

Accessible Books

PowerPoint E-Books

Modifying Books

Adapted Adapted Literacy

Smart Boards

Clicker5

Incident Rate
Multiple disabilities are considered low incidence.

References

U.S. Department of Education

Technology for multiple disabilities

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Definition- according to the IDEA website,

Sec. 300.8 Child with a disability, Deaf-blindness means concomitant 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.

Strategies-

Handouts are converted into student's preferred reading style.

Large print/braille materials of taped texted books

Reading machines

Audiovisual materials

Oral test, extended test time, reading machines, better lighting, and possibly test converted into braille.

Some of the most common ways people who are deafblind communicate include:

Irish Sign Language (ISL),

Lámh,

Hand-over-hand/ tactile sign language

Tactile Fingerspelling

PECs or Pictures,

Objects of Reference / Concrete Symbols,

Swell Symbols,

Braille,

Haptic signs,

Tadoma,

Technological communication aids

Many people who are congenitally deafblind  who don’t use formal verbal communication also use non-verbal improvised forms including:

Gestures

Vocalization

Pointing

Body movements

Imitation

Assistive Technologies-

Multiple apps such as the Grace app have been developed to enable people with communication needs to use mobile phones, tablets, and computers to access a large range of PECS instantly to help those with this disability.

Built-in examples of screen readers

Apple’s iOS VoiceOver

Android TalkBack

Kindle Text-To-Speech

Software examples of screen readers

Microsoft Narrator

JAWS

NVDA

Fusion

Refreshable braille displays

A braille display is a flat keyboard-like device that translates text into braille and enables blind or deaf-blind individuals to read text using their fingers.

Examples of braille displays

Focus (Freedom Scientific)

Brailliant (Humanware)

Software that supports braille

iBrailler Notes

Google Braille Back

Dictation
Speech recognition software allows a user to navigate, type, and interact with websites using their voice.

Built-in examples of dictation software

Siri

Apple Dictation

Windows Speech Recognition

Google Docs Voice typing

Software example for dictation

Dragon NaturallySpeaking

Incident rate:
According to section 1462 (c)

In this section, the term “low incidence disability” means—

(A) a visual or hearing impairment, or simultaneous visual and hearing impairments;

Representing between 0.2% to 2% of the population, persons with deafblindness are a very diverse yet hidden group and are, overall, more likely to be poor and unemployed, and with lower educational outcomes. Because deafblindness is less well-known and often misunderstood, people struggle to obtain the right support and are often excluded from both development and disability programs.

References:
International Disability Alliance

Level access

US Department of Education IDEA

Accessible Campus

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Definition:
The Individuals with Disabilities Education Act (IDEA) officially defines speech and language impairments as “a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.” Each point within this official definition represents a speech and language subcategory. “A communication disorder such as stuttering” provides an example of a fluency disorder; other fluency issues include unusual word repetition and hesitant speech. “Impaired articulation” indicates impairments in which a child experiences challenges in pronouncing specific sounds. “A language impairment” can entail difficulty comprehending words properly, expressing oneself, and listening to others. Finally, “a voice impairment” involves difficulty voicing words; for instance, throat issues may cause an abnormally soft voice.

Strategies:

Assistive Tech:

Incidence Rate:

References:

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Definition:

According to IDEA, “orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)” (IDEA, 2017).

Possible educational challenges include:

Non-accessible transportation

Trouble maneuvering around the classroom

Difficulty navigating school hallways

Earning mandated physical education credit

Communicating effectively

Strategies (Project IDEAL, 2013; Special Education Guide, 2013) :

The classroom accommodations for students with orthopedic impairments will vary depending on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.

Since most of the orthopedic impairments is a physical disability, a special seating arrangements should be provided to develop useful posture and movements. Teachers need to keep in mind mobility devices (such as wheelchairs, walkers, crutches and canes) when arranging classroom furniture and assigning seats.

Instruction should focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

Teachers should be aware of medical conditions and its affect on the student (such as getting tired quickly).

Other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:

Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)

Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)

Speech-Language Pathologists who work with the student on problems with speech and language

Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities

Other Therapists (Massage Therapists, Music Therapists, etc.)

Assistive Technology (Project IDEAL, 2013):

Due to the multifaceted nature of orthopedic impairments, multiple types of assistive technology may be used. For students with orthopedic impairment, assistive technology devices can be used for aiding the student to access the educational material, and helping the student participate in educational activities.

Devices to Access Information includes:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Devices for Positioning and Mobility Includes:

Canes

Walkers

Crutches

Wheelchairs

Specialized exercise equipment

Specialized chairs, desks, and tables for proper posture development

Incidence Rate:

Orthopedic Impairments is a Low-Incidence Disability

References:

IDEA. (2017, May 3). Sec. 300.8 (c) (8). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/8

Project IDEAL. (2013). Orthopedic Impairments. http://www.projectidealonline.org/v/orthopedic-impairments/

Special Education Guide. (2013, August 10). Orthopedic Impairments | Special Ed. Info for Parents & Instructors. https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/

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What is intellectual Disability?
Intellectual disability means that a student mind does not perform to its full potential. A student with an intellectual disability, Some of the symptoms of intellectual disability are poor communication, poor hygiene and poor social skills.

Strategies
Students with intellectual disability are highly sensitive to their surroundings, therefore, need a lot of patience from all stakeholders. Here are some strategies that I found helpful for students with an intellectual disability.

1. Quiet Work Spaces
Place the student in quiet area when completing summative assessment. If available place the student in another classroom.

2. Functional Activities
A student in an intellectual disability will probably be able to function in a regular classroom. The student will more than likely be placed in a self-contained classroom. Therefore the activities in those classrooms should teach students functional activities that go beyond the classroom. For example, cleaning after themselves, washing dishes, or cooking a simple meal.

3. Teacher to student ration
In a regular classroom, the teacher to student ration can be 30/1 or 20/1 but students with intellectual disabilities need smaller classroom. Therefore, a classroom should have multiple teachers and each teacher should have no more than three students.

4. Schedule
A schedule should be place by the student in a form of a checklist so the student knows what to expect after each activity. A schedule provides students a sense of stability.

5. Address social aspect of the school
A student with an intellectual disability has trouble with social skills, therefore they need consistent reminder of what is appropriate in certain situations. Providing a space for role play between two teachers that show students how to act in public.

6. Provide visuals and clear steps
The best way to help a student with a learning disability is by breaking apart concepts in short intervals and provide visuals.

Assistive Technologies
Assistive technologies are meant to help students enhance their learning and provide practice with soft skills.  Here are some examples fo assistive technologies that may have already mentioned by other members.

1. Text to Speech
This form of technology will help students communicate and provide a way to practice their writing skills.

2. MathTalk
Math talk is a speech recognition software program for math that can help students with a range of disabilities. From pre-algebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer.

3. 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.

4. 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.

Incident Rate
Intellectual disability is a high incidence disability because of the multiple levels of an intellectual disability.

References
Lee, Andrew. “The 13 Disability Categories under IDEA.” Understood, 27 July 2021, www.understood.org/articles/en/conditions-covered-under-idea.

“Low and High Incidence Disabilities.” Assistive Technology Resource GENIE, assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html. Accessed 7 Aug. 2021.

Manager. “Strategies for Teaching Students with Intellectual Disabilities.” TherapyTravelers, 3 Jan. 2021, therapytravelers.com/strategies-teaching-students-intellectual-disabilities.

Onlinealvernia. “5 Assistive Technology Tools That Are Making a Difference.” Alvernia Online, 4 Apr. 2019, online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference.

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13 Categories of Disabilities as Identified by IDEA

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13 Categories of Disabilities as Identified by IDEA

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At a glance

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students.

IDEA covers 13 disability categories.

Not every student who struggles in school qualifies.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students. But not every child who struggles in school qualifies. To be covered, a child's school performance must be "adversely affected" by a disability in one of the 13 categories below.

1. Specific learning disability (SLD)

The "specific learning disability" (SLD) category covers a specific group of learning challenges. These conditions affect a child's ability to read, write, listen, speak, reason, or do math. Here are some examples of what could fall into this category:

SLD is the most common category under IDEA. In the 2018-19 school year, around 33 percent of students who qualified did so under this category.

2. Other health impairment

The "other health impairment" category covers conditions that limit a child's strength, energy, or alertness. One example is ADHD, which impacts attention and executive function.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It involves a wide range of symptoms, but it mainly affects a child's social and communication skills. It can also impact behavior.

Various mental health issues can fall under the "emotional disturbance" category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under "other health impairment.")

5. Speech or language impairment

This category covers difficulties with speech or language. A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.

6. Visual impairment, including blindness

A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn't qualify.

Kids with a diagnosis of deafness fall under this category. These are kids who can't hear most or all sounds, even with a hearing aid.

The term "hearing impairment" refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can't meet them.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

11. Intellectual disability

Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of a condition that involves an intellectual disability.

12. Traumatic brain injury

This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities

A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can't be met in a program designed for any one disability.

Having a disability is not enough to qualify for special education. The disability has to have an "adverse effect" on a child's education.

Key takeaways

Each of the 13 disability categories in IDEA can cover a range of difficulties.

Dyslexia, dyscalculia, and written expression disorder fall under the "specific learning disability" category.

"Other health impairment" can cover ADHD.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Rayma Griffin, MA, MEd has spent 40 years working with children with learning and thinking differences in the classroom and as an administrator.

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The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students. IDEA covers 13 disability categories. Not every student who struggles in school qualifies. The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students.

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1. Definition

According to the Individuals with Disabilities Education Act (IDEA), hearing impairment is defined as an impairment in hearing, that can either be permanent or fluctuating, which adversely affects a student's performance in school. This does not include deafness and is not under the definition of deafness. Depending on how well the individual can hear frequencies (associated with speech), hearing loss can be categorized as slight, mild, moderate, severe or profound.

2. Strategies

Encourage the student(s) to sit in front/mid-front of the classroom. Since students that fall into this category have a certain level of hearing, they will be able to better hear and understand the teacher if they were to sit closer to them.

In addition, the teacher should also need to make sure that they are facing the students while speaking whenever possible, so their voice is better heard by the students.

Have someone help them take notes - this would be best done by an assistant teacher or someone from the special needs department. However, depending on the level of help required, this could also be done by a fellow classmate.

Keep the classroom as quiet as possible to minimize distracting sounds.

3. Assistive Technology:

Speech-to-text software that helps transcribe spoken sentences into text. This would help students with hearing impairments be sure about what is being said. Teachers would have to use such software often to improve speech recognition accuracy and get used to how they work.

Video Captions: creating and allowing captions on educational or class videos. There are various platforms that provide captions for calls - however, like with the previous point, it would have to be used often and holds the risk of inaccurate captioning.

Audio/video recorders: allow students to record classes to refer to later on.

References:

IDEA. (2017). Sec. 300.8 (C) (5). Individuals with Disabilities Education Act. Retrieved August
4, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c/5

JAN. (2021). TTYs (Text telephones). JAN - Job Accommodation Network.
https://askjan.org/solutions/TTYs-Text-Telephones.cfm

LD@school. (2018). Assistive technology for students with learning disabilities.
https://www.ldatschool.ca/assistive-technology/

Special Education Guide. (2016). What is a hearing impairment? Special education guide.
Retrieved August 5, 2021, from
https://www.specialeducationguide.com/disability-profiles/hearing-impairments/

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1. Definition

According to the Georgia Department of Education (2021), emotion and behavior disorders are characterized by the following:

An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers.

An inability to learn which cannot be adequately explained by intellectual, sensory or health factors.

Consistent or chronic inappropriate type of behavior or feelings under normal conditions.

Displayed pervasive mood of unhappiness or depression.

Displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.

One or more of these characteristics must be present for a sufficient amount of time for a student to be diagnosed with and emotional/ behavior disorder.

2. Strategies

1. Before teaching the class, the teacher should already have prepared the teaching strategies they will use for students.

Structured lesson plan

Class objectives should be established before the lesson

Establish routines and explain consequences

Rules should be posted in the classroom for everyone to see

Explain transitions between activities to students prior to

Minimize distractions in the classroom

Classroom set up should be conducive to learning

Teacher Praise

Praise should be given immediately after a student shows positive behavior, and praise should be specific.

For example: “Amari you’re doing a great job of standing in line silently while we’re in the hallway"

Ask questions that will elicit more correct responses

Questions should give students opportunity to answer with 80% accuracy

Give high probability directives

Make requests that student is more likely to follow first, then follow up with a request that student is not accustomed to

(Hirn & Park, 2012; Niesyn, 2009)

3. Assistive Technology
As suggested by The Edvocate (2018), here are three different assistive technology recourses for students with emotional disturbances.

Text to speech

Text to speech technology helps students decrease the triggers that can cause them stress. Students can use headphones to read things aloud to them that will prevent from them getting frustrated with reading.

Reminder devices

Reminder devices such as an Apple Watch that can help remind students to stay on track with their behavior. This can also reduce the amount of times a teacher has to redirect behavior, which can be a trigger for a student

Talk Light

Loud noise levels can be triggering for students with behavioral disorders/ emotional disturbances. The Talk Light can help the teacher monitor the noise level in the classroom. Red, yellow, and green are the different light colors with red meaning the class's volume level is the loudest or too loud.

Here I have given some visual examples to a few of the aforementioned strategies

References
Assistive technology to help students with behavioral disabilities succeed academically. The Edvocate. (2018, May 27). https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/.
Emotional-and-Behavioral-Disorder &nbsp; // . Special Education Services and Supports. (n.d.). https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Emotional-and-Behavioral-Disorder.aspx#:~:text=An%20emotional%20and%20behavioral%20disorder,would%20include%20other%20care%20providers.

Niesyn, M. E. (2008, November 30). Strategies for Success: Evidence-Based Instructional Practices for Students with Emotional and Behavioral Disorders. Preventing School Failure. https://eric.ed.gov/?id=EJ838038.

Regina Gilkey Hirn, K. L. P. (n.d.). Teacher-Mediated Instructional Strategies for Students with Emotional or Behavioral Disorders - Regina Gilkey Hirn, Kristy L. Park, 2012. SAGE Journals. https://journals.sagepub.com/doi/10.1177/107429561202200106.

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Definition:
A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn’t qualify.

Strategies:

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. Text-to-speech can have a positive effect on decoding and word recognition, as well as reading fluency and reading comprehension. 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.

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.

Assistive Tech:

Audio books.

Braille -

1. Slate & Stylus - A slate and stylus for a person with blindness or low vision is the equivalent of a pencil and paper for a sighted person. The major advantages are that it's portable and low-cost. It is a relatively low-tech solution. The slate is a pair of metal sheets hinged together with holes to serve as guides for punching in Braille with a stylus. The sheet of paper is held between the two sheets of metal and using the guides, a person can punch in Braille using the stylus. It is necessary to punch in the Braille backwards using this method, as you're actually punching in on the backside of the paper so you can turn it over and read the braille.

2. Perkins Brailler - If the slate and stylus is the equivalent of a pencil and paper, then the Perkins Brailler is the equivalent of the typewriter. It's basically a typewriter with 6 keys that types braille.

Incidence Rate:

References:

E. Kelso. Overview of Assistive Technology. Retrieved from https://www.pathstoliteracy.org/overview-assistive-technology

Ferris State University. Teaching Strategies for Vision Impaired Students. Retrieved from https://www.ferris.edu/RSS/disability/faculty-staff/classroom-issues/vision/vision-strategy.htm

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1. Definition

Deafness ​​means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance. (IDEA, 2006)

Hearing loss: This is a reduced ability to hear sounds in the same way as other people.

Deafness: This occurs when a person cannot understand speech through hearing, even when sound is amplified.

Profound deafness: This refers to a total lack of hearing. An individual with profound deafness is unable to detect sound at all. The severity of hearing impairment is categorized by how much louder volumes need to be set at before they can detect a sound. Some people define profoundly deaf and totally deaf in the same way, while others say that a diagnosis of profound deafness is the end of the hearing spectrum. (Felman, 2018)

2. Strategies

First, we should figure out what type of deafness he/she has, and is he/she prelingual or postlingual deafness.

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.

3. Assistive Technology

AUGMENTING DEVICES/SYSTEMS

Personal FM systems can send a teacher’s voice from a wireless microphone worn by the teacher through FM radio waves directly to a small receiver worn by the student with hearing loss. Personal FM systems can be used by students who use hearing aids or a cochlear implant and by those who do not.

Soundfield systems send the teacher’s voice from a microphone to one or more speakers positioned close to the child or mounted to a wall. This allows more than one student to use the system simultaneously. A sufficient signal-to-noise ratio for a child with hearing loss may not be provided by some systems in noisy rooms or in rooms where sound reverberates. Another type of soundfield system is an induction loop (IL) system. In this system a loop of wires encircles the entire listening area. The IL system signals can be accessed by hearing aids or cochlear implants with T coils.

Other Assistive Listening Devices include infra-red (IR) systems through which sound is transmitted using infrared light waves. A strict line of sight is usually required between the light emitter and the listener with the receiver since natural light may interfere with the transmission. Testing a variety of different systems is suggested if you are not sure which Assistive Listening Device will work best.

Audio-visual FM Systems facilitate speech-reading for students who are oral-deaf or hard of hearing. An example would be the AudiSee which includes a microphone transmitter and a headset-camera worn by the teacher. The student has a small monitor-receiver on the desk allowing the student to hear the teacher’s voice and see the teacher’s face.

Amplified Telephones provide a wide variety of adapted telephones as well as alerting devices that can help persons with varying degrees of hearing loss.

TRANSFORMING DEVICES/SYSTEMS

Translation Services are available which allow the words of a speaker to be transcribed, by a trained individual using a keyboard, into text displayed on a monitor, screen, or laptop computer, used by the students who are hard of hearing or deaf. Examples of translation services include, but are not limited to: Communication Access Realtime Translation (CART) which provides word- for-word instant translation of spoken words into text; C-Print and TypeWell programs which provide condensed meaning-for-meaning instant translation of spoken words into text.

Accessible Instructional Materials (AIM) may be a consideration as hearing loss can impact competency in reading. For some students, text-to-speech, word prediction, or another type of assistive technology should be considered. See http://www.at.mo.gov/etc.html for borrowing devices/software for trials or http://at.mo.gov/aim/aim.html for related IDEA requirements, accessing AIM, NIMAS, etc. Also see TAP for Internet for obtaining some types of adaptive computer equipment/software for home use: http://www.at.mo.gov/tap_internet.html

Captioning Services for video/audio productions provide captioned audio and video productions for students who are deaf/hard of hearing to support equal access to content. Schools are required, if indicated on the student’s Individual Education Plan, to provide captioned audio and video productions. Captions display spoken dialogue as printed words on a television or computer screen. The Described Caption Media program at http://www.dcmp.org provides captioned videos to schools, and families of children with hearing loss and are free to those registered as a Level 2 member.

Face to Face Communication Systems can provide assistance when short, one-on-one conversations are needed. An educator and deaf or hard-of-hearing student can type messages back and forth on devices consisting of two keyboards and displays. Examples of devices are the Ubi-Duo and Interpretype.

Text and other Adaptive Telephones (TTY) can provide access for individuals who cannot use amplified phones. Additional options now available include PDAs, Blackberries, Sidekicks and videophones. For more information, see the “to learn more about adapted telephones or obtain one” section below.

4. Incidence Rate :  Low Incidence 100%

5. Flowchart of Special Education Referral Strategies.
https://app.mindmup.com/map/_free/2021/08/ae5f95c0f6b711ebb3ba91b2112525dc.

6. References

a. Individuals with disabilities education act. (2006, August 14). Sec. 300.8 (c). https://sites.ed.gov/idea/regs/b/a/300.8/c
b. Felman, A. (2018, June 27). What's to know about deafness and hearing loss? https://www.medicalnewstoday.com/articles/249285    c. ADCET. (n.d.). Inclusive Teaching: Deaf and Hard of Hearing. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired
d. Missouri Assistive Technology Advisory Council. (2013, October). Assistive Technology in the Classroom For Deaf and Hard of Hearing. https://cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-Classroom.pdf
e. WHO. (2021, April 1). Deafness and hearing loss. https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss

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Definition:Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Strategies:
Breaking Learning Into Small Steps:  Students with problem solving , memory or information processing issues can benefit from breaking tasks into smaller steps. In subjects such as math or writing students can separate larger more complicated goals into smaller simpler ones. It allows students more clarity  and enables them to fully grasp what they need to do in each part of the process. In turn this makes students better organized their overall performance improves as well. Teachers can help with this by demonstration each step individually and modelling each step as needed.

Speech-to-text: Many students with TBI have physical and cognitive impairments. This makes it very difficult to write for many students with TBI. For this reason, speech-to-text is a very useful tool for these students. It allows students to concentrate on things other than writing and spelling. It also means the students make fewer errors and can produce longer, more complex writing.

Assistive Tech:

Tablets like iPad or Samsung Galaxy Tab: Although this devices can be expensive, they can also be great tools in helping someone with TBI in the classroom. These tablets can do this in a multitude of ways including showing the student steps on how to complete an activity, give prompts to the student, the student can easily input and receive information, and keep detailed records of student performance to reference anytime. Tablets can also students a visual interactive display that helps them with writing, and is touch screen which makes it easy to use for everyone.

Speech-to-text software like Dragon Anywhere, Otter, Google G-board, Amazon Transcribe:  This is a list of some of the more well known speech-to-text software. Some of this software is free while others quite expensive. These are state of the art voice recognition apps and makes it easy for TBI students who have trouble writing see their ideas on the screen by simply speaking the words.

References:

Fearn, Nicholas (2021, April 21) Classroom Interventions for Students with Traumatic Brain Injuries. Brainline.

https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries

Parette, Howard P. (2007, September) Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. TEACHING Exceptional Children Plus Volume 4, Issue 1. https://files.eric.ed.gov/fulltext/EJ967467.pdf

Young, Gabriel. (Accessed 2021, August 1) Assistive Technology for Students with Learning Disabilities. LD@School. https://www.ldatschool.ca/assistive-technology/

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Definition
According to the Califonia Department of Education, Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor handicaps, of intellectual disability, of emotional disturbance or of environmental, cultural, or economic disadvantage.
(CALPADS Primary Disability Category Codes - California Assessment of Student Performance and Progress (CAASPP) System (CA Dept of Education), 2018)

Strategies:

Differentiate instruction

Alternative assessments (portfolios, formative assessments, projects, class blog entries)

The interactive notebook is a note-taking style that consists of a spiral notebook or composition notebook organized in a structured manner, instruction embedded with the interactive notebook helped students achieve learning gains compared to students who did not use the interactive notebook ( Monem, R., Bennett, K. D., & Barbetta, P. M. 2018).

Teacher-Directed Strategy Instruction (Troia & Graham, 2002)

writing support strategies

grades 4 and up

PLEASE ---Pick, List, Evaluate, Activate, Supply, End (Welch, 1992)

Metacognitive strategy for idea generation, organization, composition, and editing

Skills targeted: Metacognitive brainstorming of ideas, planning and organizing, writing, and revising

Target age group: Grade 6 and higher

Assistive Technology:
Technology is just one strategy in a multi-faceted approach to address the needs and strengths of students with disabilities. It is important to balance the degree of technology assistance with the student's learning potential, motivation, chronological age, developmental level and goals/objectives. Options to consider include:

Low-Tech: Equipment and other supports readily available in schools, including off-the-shelf items to accommodate the needs of students which can be provided by general and/or special education. Calculators, tape, recorder, pencil grip, and larger pencils.

High-Tech: Supports for students who may need more specialized equipment and support services beyond basic assistive technology; often students with low incidence and/or significant/severe disabilities, who require more in-depth assessment such as closed circuit television (CCTV), augmentative communication devices, sound field systems, alternative computer access, and specialized software.

iPad tools and applications to provide support in the area(s) of need.

MathTalk Speech Recognition Mathematics Software

Speech-to-Text functions on Microsoft Word

Incidence Rate:  High

References
Troia, G. A., & Graham, S. (2002). The Effectiveness of a Highly Explicit, Teacher-Directed Strategy Instruction Routine: Changing the Writing Performance of Students with Learning Disabilities. Journal of Learning Disabilities, 35(4), 290–305. https://doi.org/10.1177/00222194020350040101

Welch, M. (1992). The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities. Learning Disability Quarterly, 15(2), 119–128. https://doi.org/10.2307/1511013

Monem, R., Bennett, K. D., & Barbetta, P. M. (2018). The Effects of Low-Tech and High-Tech Active Student Responding Strategies during History Instruction for Students with SLD. Learning Disabilities -- A Contemporary Journal, 16(1), 87–106.

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Definition:
Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication, and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in their daily lives; others need less.

Strategies:
There are many types of treatments available. These include applied behavior analysis, social skills training, occupational therapy, physical therapy, sensory integration therapy, and the use of assistive technology.

The types of treatments generally can be broken down into the following categories:

Behavior and Communication Approaches

Dietary Approaches

Medication

Complementary and Alternative Medicine

Assistive Tech:

Assistive technology, including devices such as communication boards and electronic tablets, can help people with ASD communicate and interact with others. For example, the Picture Exchange Communication System (PECS) uses picture symbols to teach communication skills. The person is taught to use picture symbols to ask and answer questions and has a conversation. Other individuals may use a tablet as a speech-generating or communication device.

Incidence Rate:
High Incidence 57.4%
References:
Technology and Autism. (n.d.). Autism Speaks. Retrieved August 5, 2021, from https://www.autismspeaks.org/technology-and-autism

Treatment | Autism Spectrum Disorder (ASD) | NCBDDD | CDC. (2019, September 23). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/treatment.html