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Overview

Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first two years of life.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a guide created by the American Psychiatric Association that health care providers use to diagnose mental disorders, people with ASD often have:

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that affect their ability to function in school, work, and other areas of life

Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience.

People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with ASD. Although ASD can be a lifelong disorder, treatments and services can improve a person’s symptoms and daily functioning. The American Academy of Pediatrics recommends that all children receive screening for autism. Caregivers should talk to their child’s health care provider about ASD screening or evaluation.

Reference: https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd#part_2279

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National Institute of Mental Health (NIMH)

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Overview

Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first 2 years of life.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a guide created by the American Psychiatric Association that health care providers use to diagnose mental disorders, people with ASD often have:

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that affect their ability to function in school, work, and other areas of life

Autism is known as a "spectrum" disorder because there is wide variation in the type and severity of symptoms people experience.

People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with ASD. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and daily functioning. The American Academy of Pediatrics recommends that all children receive screening for autism. Caregivers should talk to their child's health care provider about ASD screening or evaluation.

Signs and symptoms of ASD

The list below gives some examples of common types of behaviors in people diagnosed with ASD. Not all people with ASD will have all behaviors, but most will have several of the behaviors listed below.

Social communication / interaction behaviors may include:

Making little or inconsistent eye contact

Appearing not to look at or listen to people who are talking

Infrequently sharing interest, emotion, or enjoyment of objects or activities (including infrequent pointing at or showing things to others)

Not responding or being slow to respond to one's name or to other verbal bids for attention

Having difficulties with the back and forth of conversation

Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond

Displaying facial expressions, movements, and gestures that do not match what is being said

Having an unusual tone of voice that may sound sing-song or flat and robot-like

Having trouble understanding another person's point of view or being unable to predict or understand other people's actions

Difficulties adjusting behaviors to social situations

Difficulties sharing in imaginative play or in making friends

Restrictive / repetitive behaviors may include:

Repeating certain behaviors or having unusual behaviors, such as repeating words or phrases (a behavior called echolalia)

Having a lasting intense interest in specific topics, such as numbers, details, or facts

Showing overly focused interests, such as with moving objects or parts of objects

Becoming upset by slight changes in a routine and having difficulty with transitions

Being more sensitive or less sensitive than other people to sensory input, such as light, sound, clothing, or temperature

People with ASD may also experience sleep problems and irritability.

People on the autism spectrum also may have many strengths, including:

Being able to learn things in detail and remember information for long periods of time

Being strong visual and auditory learners

Excelling in math, science, music, or art

Causes and related factors

Researchers don't know the primary causes of ASD, but studies suggest that a person's genes can act together with aspects of their environment to affect development in ways that lead to ASD. Some factors that are associated with an increased likelihood of developing ASD include:

Having a sibling with ASD

Having older parents

Having certain genetic conditions (such as Down syndrome or Fragile X syndrome)

Having a very low birth weight

Diagnosing ASD

Health care providers diagnose ASD by evaluating a person's behavior and development. ASD can usually be reliably diagnosed by age 2. It is important to seek an evaluation as soon as possible. The earlier ASD is diagnosed, the sooner treatments and services can begin.

Diagnosis in young children

Diagnosis in young children is often a two-stage process.

Stage 1: General developmental screening during well-child checkups

Every child should receive well-child check-ups with a pediatrician or an early childhood health care provider. The American Academy of Pediatrics recommends that all children receive screening for developmental delays at their 9-, 18-, and 24- or 30-month well-child visits, with specific autism screenings at their 18- and 24-month well-child visits. A child may receive additional screening if they have a higher likelihood of ASD or developmental problems. Children with a higher likelihood of ASD include those who have a family member with ASD, show some behaviors that are typical of ASD, have older parents, have certain genetic conditions, or who had a very low birth weight.

Considering caregivers' experiences and concerns is an important part of the screening process for young children. The health care provider may ask questions about the child's behaviors and evaluate those answers in combination with information from ASD screening tools and clinical observations of the child. Read more about screening instruments on the Centers for Disease Control and Prevention (CDC) website.

If a child shows developmental differences in behavior or functioning during this screening process, the health care provider may refer the child for additional evaluation.

Stage 2: Additional diagnostic evaluation

It is important to accurately detect and diagnose children with ASD as early as possible, as this will shed light on their unique strengths and challenges. Early detection also can help caregivers determine which services, educational programs, and behavioral therapies are most likely to be helpful for their child.

A team of health care providers who have experience diagnosing ASD will conduct the diagnostic evaluation. This team may include child neurologists, developmental pediatricians, speech-language pathologists, child psychologists and psychiatrists, educational specialists, and occupational therapists.

The diagnostic evaluation is likely to include:

Medical and neurological examinations

Assessment of the child's cognitive abilities

Assessment of the child's language abilities

Observation of the child's behavior

An in-depth conversation with the child's caregivers about the child's behavior and development

Assessment of age-appropriate skills needed to complete daily activities independently, such as eating, dressing, and toileting

Because ASD is a complex disorder that sometimes occurs with other illnesses or learning disorders, the comprehensive evaluation may include:

The evaluation may lead to a formal diagnosis and recommendations for treatment.

Diagnosis in older children and adolescents

Caregivers and teachers are often the first to recognize ASD symptoms in older children and adolescents who attend school. The school's special education team may perform an initial evaluation and then recommend that a child undergo additional evaluation with their primary health care provider or a health care provider who specialize in ASD.

A child's caregivers may talk with these health care providers about their child's social difficulties, including problems with subtle communication. For example, some children may have problems understanding tone of voice, facial expressions, or body language. Older children and adolescents may have trouble understanding figures of speech, humor, or sarcasm. They also may have trouble forming friendships with peers.

Diagnosis in adults

Diagnosing ASD in adults is often more difficult than diagnosing ASD in children. In adults, some ASD symptoms can overlap with symptoms of other mental health disorders, such as anxiety disorder or attention-deficit/hyperactivity disorder (ADHD).

Adults who notice signs of ASD should talk with a health care provider and ask for a referral for an ASD evaluation. Although evaluation for ASD in adults is still being refined, adults may be referred to a neuropsychologist, psychologist, or psychiatrist who has experience with ASD. The expert will ask about:

Social interaction and communication challenges

Sensory issues

Repetitive behaviors

Restricted interests

The evaluation also may include a conversation with caregivers or other family members to learn about the person's early developmental history, which can help ensure an accurate diagnosis.

Receiving a correct diagnosis of ASD as an adult can help a person understand past challenges, identify personal strengths, and find the right kind of help. Studies are underway to determine the types of services and supports that are most helpful for improving the functioning and community integration of autistic transition-age youth and adults.

Treatments and therapies

Treatment for ASD should begin as soon as possible after diagnosis. Early treatment for ASD is important as proper care and services can reduce individuals' difficulties while helping them build on their strengths and learn new skills.

People with ASD may face a wide range of issues, which means that there is no single best treatment for ASD. Working closely with a health care provider is an important part of finding the right combination of treatment and services.

Medication

A health care provider may prescribe medication to treat specific symptoms. With medication, a person with ASD may have fewer problems with:

Irritability

Aggression

Repetitive behavior

Hyperactivity

Attention problems

Anxiety and depression

Read more about the latest medication warnings, patient medication guides, and information on newly approved medications at the Food and Drug Administration (FDA) website.

Behavioral, psychological, and educational interventions

People with ASD may be referred to a health care provider who specializes in providing behavioral, psychological, educational, or skill-building interventions. These programs are often highly structured and intensive, and they may involve caregivers, siblings, and other family members. These programs may help people with ASD:

Learn social, communication, and language skills

Reduce behaviors that interfere with daily functioning

Increase or build upon strengths

Learn life skills for living independently

Other resources

Many services, programs, and other resources are available to help people with ASD. Here are some tips for finding these additional services:

Contact your health care provider, local health department, school, or autism advocacy group to learn about special programs or local resources.

Find an autism support group. Sharing information and experiences can help people with ASD and their caregivers learn about treatment options and ASD-related programs.

Record conversations and meetings with health care providers and teachers. This information may help when it's time to decide which programs and services are appropriate.

Keep copies of health care reports and evaluations. This information may help people with ASD qualify for special programs.

Join a study

Learn more

Free brochures and shareable resources

Federal resources

Research and statistics

Last Reviewed: February 2023
Unless otherwise specified, NIMH information and publications are in the public domain and available for use free of charge. Citation of NIMH is appreciated. Please see our Citing NIMH Information and Publications page for more information.

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Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first 2 years of life.

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Assistive technology can be used to help your child learn to use language. You will find some language apps come with lots of pictures. There are some apps that allow you to upload pictures of your own.

Assistive technology can also be used to help your autistic child to improve in other areas where they experience challenges. For example, children on the autism spectrum often have difficulty identifying their feelings. Apps like “Touch and Learn” allow kids to see what specific emotions look like on the faces of other children. This particular app provides realistic photographs of young children expressing a wide range of emotions.

Reference: https://hiddentalentsaba.com/how-does-technology-help-autism/#:~:text=Technology%20also%20provides%20a%20great,detect%20the%20emotions%20of%20others.

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How Technology Can Help Children With Autism -

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Learn all about the technology helping children with Autism.

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Pediatric specialists at Hassenfeld Children’s Hospital at NYU Langone identify several types of developmental delays in children. These delays can affect a child’s physical, cognitive, communication, social, emotional, or behavioral skills.

Often, developmental delays affect more than one area of a child’s development. When a child has delays in many or all of these areas, it is called global developmental delay.

Some developmental delays have an identifiable cause. However, for many children, the cause of the delay, or multiple delays, is not clear.

Reference: https://nyulangone.org/conditions/developmental-delays-in-children/types

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Pediatric specialists at Hassenfeld Children's Hospital at NYU Langone identify several types of developmental delays in children. These delays can affect a child's physical, cognitive, communication, social, emotional, or behavioral skills.

Often, developmental delays affect more than one area of a child's development. When a child has delays in many or all of these areas, it is called global developmental delay.

Some developmental delays have an identifiable cause. However, for many children, the cause of the delay, or multiple delays, is not clear.

Cognitive Delays

Cognitive delays may affect a child's intellectual functioning, interfering with awareness and causing learning difficulties that often become apparent after a child begins school. Children with cognitive delays may also have difficulty communicating and playing with others.

This type of delay may occur in children who have experienced a brain injury due to an infection, such as meningitis, which can cause swelling in the brain known as encephalitis. Shaken baby syndrome, seizure disorders, and chromosomal disorders that affect intellectual development, such as Down syndrome, may also increase the risk of a cognitive delay. In most cases, however, it is not possible to identify a clear reason for this type of delay.

Motor Delays

Delays in motor skills interfere with a child's ability to coordinate large muscle groups, such as those in the arms and legs, and smaller muscles, such as those in the hands. Infants with gross motor delays may have difficulty rolling over or crawling; older children with this type of delay may seem clumsy or have trouble walking up and down stairs. Those with fine motor delays may have difficulty holding onto small objects, such as toys, or doing tasks such as tying shoes or brushing teeth.

Some motor delays result from genetic conditions, such as achondroplasia, which causes shortening of the limbs, and conditions that affect the muscles, such as cerebral palsy or muscular dystrophy. They may also be caused by structural problems, such as a discrepancy in limb length.

Social, Emotional, and Behavioral Delays

Children with developmental delays, including those with related neurobehavioral disorders such as autism spectrum disorder and attention deficit hyperactivity disorder, often also have social, emotional, or behavioral delays. Due to differences in brain development, they may process information or react to their environment differently than children of the same age. These delays can have an impact on a child's ability to learn, communicate, and interact with others.

It is common for children with developmental delays to have difficulty with social and emotional skills. For example, they may have trouble understanding social cues, initiating communication with others, or carrying on two-way conversations. They may also have difficulty dealing with frustration or coping with change. When the environment becomes too socially or emotionally demanding, children with developmental delays may have prolonged tantrums and take longer than other children to calm down. This behavior can be a signal that the child needs more support by modifying his or her environment or learning skills to cope with social and emotional challenges.

Speech Delays

Some speech delays are receptive language disorders, in which a child has difficulty understanding words or concepts. Children with this type of speech delay may have trouble identifying colors, body parts, or shapes. Others are expressive language disorders, in which a child has a reduced vocabulary of words and complex sentences for his or her age. A child with this type of speech delay may be slow to babble, talk, and create sentences. Often, a child with a speech delay has a combination of receptive and expressive delays.

Children with an oral motor problem-such as weakness in the muscles of the mouth or difficulty moving the tongue or jaw-that interferes with speech production have what is known as a speech production disorder.

Children may have speech delays due to physiological causes, such as brain damage, genetic syndromes, or hearing loss. Other speech delays are caused by environmental factors, such as a lack of stimulation. In many instances, however, the cause of a child's speech delay is unknown.

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Types of Developmental Delays in Children

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Pediatric specialists at Hassenfeld Children's Hospital at NYU Langone identify several types of developmental delays in children. These delays can affect a child's physical, cognitive, communication, social, emotional, or behavioral skills. Often, developmental delays affect more than one area of a child's development.

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10% of Children suffer from serious emotional disturbance and need the treatment.

Reference: Megan Books, (September, 2017),

Serious emotional disturbance affects 10% of US children, https://www.medscape.com/viewarticle/885612

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The term "hearing impaired" is often used to describe people with any degree of hearing loss, from mild to profound, including those who are deaf and those who are hard of hearing. Many individuals who are deaf or hard of hearing prefer the terms "deaf" and "hard of hearing," because they consider them to be more positive than the term "hearing impaired," which implies a deficit or that something is wrong that makes a person less than whole. https://www.washington.edu/doit/how-are-terms-deaf-deafened-hard-hearing-and-hearing-impaired-typically-used

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Statistics on hearing, ear infections, and deafness among both adults and children in the U.S.

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Approximately 6.5 million people in the United States have an intellectual disability. Approximately 1 – 3 percent of the global population has an intellectual disability—as many as 200 million people.

Intellectual disability is significantly more common in low-income countries—16.41 in every 1,000 people.
reference：Special Olympics, what is intellectual disability, https:  //www.specialolympics.org/about/intellectual-disabilities/what-is-intellectual-disability#:~:text=Approximately%206.5%20million%20people%20in,16.41%20in%20every%201%2C000%20people

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In the academic year of 2020/21, there were approximately 35,000 people aged 3- to 21-years-old with orthopedic impairments who were covered by the Individuals with Disabilities Education Act (IDEA). This is a slight decrease from the previous year, when 37,000 individuals with orthopedic impairments were covered under IDEA.

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Number of 3 to 21 year olds with orthopedic impairments U.S. 2021 | Statista

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In the academic year of 2020/21, there were approximately 35,000 people aged 3- to 21-years-old with orthopedic impairments who were covered by the Individuals with Disabilities Education Act (IDEA). This is a slight decrease from the previous year, when 37,000 individuals with orthopedic impairments were covered under IDEA.

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An umbrella term, “other health impairment” (OHI) encompasses a range of conditions. The Individuals with Disabilities Education Act (IDEA) names several such disorders in OHI’s official definition: “having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis [a kidney disorder], rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child’s educational performance.”

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Other health impairment is a disability category included in the Individuals With Disabilities Education Act (IDEA). It covers a variety of conditions, diseases, disorders, and injuries that substantially affect a student's strength, vitality, or alertness.

To be identified with an "other health impairment," the student's condition must cause a substantial impact on his educational performance. The student may qualify for special education services to help them learn and succeed. You may see "other health impairment" abbreviated as OHI.

What Is Other Health Impairment?

Other health impairments may be caused by chronic or acute health problems, meaning they can be ones that will last for a long time (or life) or ones that result from an illness or accident but improvement is expected. The condition would be expected to have an impact for at least 60 days.

Examples given in the Act include asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. This list does not include all possible health issues that could result in a diagnosis of other health impairment.

Some of these conditions can be managed with medication and are less likely to have a substantial impact on learning ability. The designation only applies when the student's ability to progress in a typical classroom is affected by their debility. This designation allows the student to get access to the special education services they need.

The OHI category covers many conditions not already spelled out as disabilities in the IDEA. Examples of other disabilities that already have their own categories in IDEA are autism, blindness, deafness, emotional disturbance, mental retardation, orthopedic impairment, specific learning disability, speech or language impairment, and traumatic brain injury. These are already separately listed and therefore are not OHI.

The OHI category includes a "heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment."﻿﻿ A student with attention deficit disorder, for example, who is distracted by the everyday classroom environment and who cannot pay attention may qualify for special education under the Other Health Impairment category if the problem is severe enough to affect his learning. ADHD is one of the most common conditions that result in referral for special education services as an OHI.﻿﻿

OHI and Special Education

In 2010-2011, 11% of special education students were classified under Other Health Impairments. By 2018-2019, the number of special education students under this classification grew to 15%.

Eligibility for Diagnosis

The IEP Committee of a school would consider a medical statement of the student's impairment. It should be permanent or expected to last for more than 60 days. The condition would be affecting the student's strength, vitality or alertness in the classroom environment and it has an adverse effect on their educational performance. Evaluations may be done assessing educational performance and identifying the student's needs for special education.

By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

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Other Health Impairment Disability Category for Special Ed Students

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Other health impairment is a disability category included in the Individuals With Disabilities Education Act (IDEA). It covers a variety of conditions, diseases, disorders, and injuries that substantially affect a student's strength, vitality, or alertness. To be identified with an "other health impairment," the student's condition must cause a substantial impact on his educational performance.

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"Technology is a tool to unlock learning and expand the horizons of students". (Phil Hatlen, 1996)

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In our modern age, more parents and teachers are turning to technology than ever before. Screen time is a normal household occurrence even with young children who might be too young for school or are just starting their elementary years. Researchers are now beginning to investigate what the implications might be for this excessive amount of screen time. Could it be causing developmental delays in young children?

Reference: https://www.thetechedvocate.org/can-too-much-screen-time-cause-developmental-delays-in-young-children/

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In our modern age, more parents and teachers are turning to technology than ever before. Screen time is a normal household occurrence even with young children who might be too young for school or are just starting their elementary years. Researchers are now beginning to investigate what the implications might be for this excessive amount of screen time. Could it be causing developmental delays in young children?

Speech Delays

One of the biggest areas where developmental delays are seen in young children exposed to screens is in language. The impact of prolonged exposure to technology is staggering. According to one study, children who watched television before their first birthday typically watched more than two hours per day. However, this isn’t the most surprising part of the study. In comparison to the control group, the children who watched television were six times more likely to have delayed speech compared to the others.

Other studies performed by pediatrician Catherine Birken determined that even thirty minutes each day could be detrimental. They had parents self-report how much time children spent on phones or tablets daily. Most children spent around thirty minutes but they were all more likely to have speech delays. For each additional thirty-minute increment, the children were 49 percent more likely to have an expressive speech delay.

While this developmental delay is certainly significant, it is not the only thing that should concern parents who encourage screen time for their children. Psychology Today argues that we are fundamentally changing the way a child’s brain develops when we expose them to screens at early ages. Their ability to use language certainly decreases, but they also lose the ability to carry on a conversation or to read the body language and attitudes of other people.

Attention and Focus

As a child grows up, he or she will need to be attentive and focused in order to acquire new skills This is essential for classroom learning as well as everyday life with parents and peers. Unfortunately, screen time tends to diminish a child’s ability to focus long enough to acquire these new skills quickly. One of the biggest long-term effects of screen time at an early age is a decreased attention span.

On the games and shows available right at their fingertips, children are exposed to excessive amounts of stimuli. This makes it difficult for them to concentrate on any one task. However, it also teaches them to crave that type of stimulation that doesn’t require any thought or effort on their part. Everything they could ever want is given to them through the games. They never learn to be imaginative or creative the same way children might have done a few generations ago.

While technology does offer some promising advances for education, it is still too early to tell what we may be sacrificing. Too much screen time can certainly cause developmental delays in young children, particularly in regards to their language development and attention spans. This should be something to highly consider prior to allowing technology to babysit our young children.

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Can Too Much Screen Time Cause Developmental Delays in Young Children?

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Spread the loveIn our modern age, more parents and teachers are turning to technology than ever before. Screen time is a normal household occurrence even with young children who might be too young for school or are just starting their elementary years.

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"Various forms of assistive technologies for students who have ED are available, which range from low technology and high technology.
Low-tech
1. Behavior Charts: These are easy, low-tech devices that can be used regularly to keep a student on track throughout the day. There are many types of these charts that have easy access and are free to print!
2. critical Thinking: Each set of these cards contains information about different types of thinking. It helps students learn how to deal with emotions, how to solve problems, learn the difference between fact and inference, and lastly learn how to make predictions. These cards are very low-tech and have an amazing price!
3. Pull Talk: This device includes four detachable pouches that clip onto a student's belt. The benefits of this device include improvements in communication, independence, the build-up of self-confidence. This device may be used by children or adults. Students can create words of their own to improve reading skills and sight word recognition.
Mid-tech
1. MotivAIDER:  This mid-level technology is a great way to keep students focused! It is an easy-to-use device and it is a great way to take control of bad habits!
2. Quit Light: This device is a great way to keep control of the noise level in a classroom or at home. It worlds like a traffic light and keeps students alert. It is a computerized device that has different levels of sound and it is easy to use!
3. Learning to Get Along: This great mid technology device is meant to be read to the students. It is a great way to teach the simple emotional and social skills that are necessary for school and for life in general. It has many categories and fun games for students!
High-tech
1. BrainPop: Is a great high technology website that allows for students to study and play games involving all different school subjects. It is an animated educational site for students where they can learn by doing something enjoyable and it is free for all students!
2. Inspiration: This interactive site can be used to build a strong foundation for thinking, comprehension, and communication skills! The website includes visual organizers that make information easier to comprehend. It is a great place for students to learn how to write outlines and create presentations!
3. Nintendo Wii: This high technology device may seem like a bad idea because it is considered a video game. However, students who receive a reward for good behavior, tend to continue that behavior. Wii is a great way for students to stay active, play games, and have some sort of emotional release when playing a game. This system can also improve social skills because it requires children to take turns and share. This is a great way for students to interact with other peers and remain in control of their emotions!"

Reference: Emotional disturbance, https://sites.google.com/site/edemotionaldisturbance/assistive-technology

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Rebecca Knill: How technology has changed what it's like to be deaf

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"Complete silence is very addictive," says Rebecca Knill, a writer who has cochlear implants that enable her to hear. In this funny, insightful talk, she explores the evolution of assistive listening technology, the outdated way people still respond to deafness and how we can shift our cultural understanding of ability to build a more inclusive world.

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Assistive technology for deaf students is very important to ensure that each child with a hearing loss has access to an optimal listening environment.  Teachers of the Deaf/Hard of Hearing are an integral part of ensuring that each students assistive technology needs are identified and met, which is why it is so important to us to ensure that Teacher of the Deaf jobs are filled at districts that need them.  DHH teachers can recommend specific devices, educate students/parents about personal assistive technology device options and help train school staff to use any assistive technology devices that are used within the school setting. Using an FM system in the classroom can mean the difference between adequate auditory access to be successful in the school learning environment or inadequate auditory access and significant learning breakdowns.

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There is an ever-expanding array of assistive technology available to help those who are deaf or hard of hearing. These tools can help students in both traditional and virtual school and therapy services better access, understand, and succeed in the classroom. Learn more in our article.

Deaf vs hard of hearing - what's the difference?

Assistive technology can help students with a hearing loss access auditory information in a variety of ways. Hearing loss is defined as not being able to hear as well as a person with normal hearing. Any hearing threshold of 20 decibels or greater is considered a hearing loss. Hearing loss can range from mild to profound. The term hearing impaired refers to anyone with a hearing loss from 20 decibels or greater that has some ability to use their residual hearing. A person who is deaf has a severe to profound hearing loss and is not able to use their residual hearing to access auditory information.

What is assistive technology for the deaf / hard of hearing?

Many students with hearing loss use amplification devices such as hearing aids, Cochlear Implants and bone anchored hearing aids (BAHA) to help them access auditory information. There are many options for assistive technology for deaf people and hard of hearing people that can be paired with amplification devices that allow students with a hearing loss even better auditory access. These advanced hearing technologies can range from a classroom FM system in school to a personal streaming device to be used at home or in the community. Advanced digital hearing assistive technology has opened the door to many new resources for DHH students.

Types of Assistive Technology

There are a variety of assistive technology devices for deaf and hard of hearing students. Some options can be used with personal amplification systems and other options can be used to support communication and daily life tasks using visual or touch technology. Schools can use Fm systems, visual aids, interpreters, closed captioning etc to support DHH students in the classroom. DHH students can also use personal Fm systems, loop systems, streaming devices, apps and other devices to help them communicate at home and in the community. Here are five different types of assistive listening devices and links to view a variety of the products available for each type.

Loop Systems: A loop system is also known as an audio induction loop. It consists of a microphone to pick up the auditory information and an amplifier that processes the signal that is then sent through the loop cable. A loop cable is a wire placed around the perimeter of a specific area such as a church, meeting room, service counter, etc that transmits a magnetic signal to the hearing aid. A DHH student uses the T coil function on their amplification device to pick up the magnetic wireless signal that is being sent from the loop.

FM systems: FM systems are wireless devices that enhance the use of personal amplification devices such as hearing aids, BAHA and cochlear implants. They can also assist those who don't wear a personal amplification device but are hard of hearing access auditory information better in a noisy environment or across large distances. An FM system has two parts: the transmitter worn by the speaker and the receiver worn by the DHH student. The receiver can attach directly to the hearing aid or CI or be attached to a neck loop device such as a Compilot. The transmitter picks up the audio signal via a microphone and sends the signal directly to the receiver. FM systems are used to reduce background noise and effects of distance on hearing.

Streaming devices: A streamer is a small device worn around the neck on a cord. It connects sound wirelessly from a mobile phone, laptop, tv, mp3 player or any other device directly to the amplification device worn by the DHH student.

Alerting Devices: An alerting device is used to keep people connected and safe in everyday situations. Alerting devices use visual, vibrotactile or auditory signals to alert the DHH student.

Deaf/Hard of Hearing Services: Many services are available to DHH students that help support communication. These can include the following:

Cart Services: An on demand closed captioning service.

Closed Captioning Options: Closed Captioning allows for DHH students to read the words of the conversation that is happening. Real time CC is when a person is typing in the conversation as it happens. There are CC companies like CART that do this, apps that can be downloaded onto a phone or computer, software that is pre-programmed into applications such as zoom, google meets, etc. There are many movies or web-based materials that have had CC added to them as a way for DHH individuals to access cc for those particular materials. There are also newer web-based sites such as Streamer that allow real time cc options. A DHH student can also purchase a CC device that can be used to provide cc options in other environments.

ASL interpreting services: These services provide an interpreter for a variety of settings. They can be provided virtually or in person depending on the situation, location and availability of the interpreter.

Relay Services: These services are free and can be used by DHH students as well as hearing people contacting a DHH person. You can contact your state ADA office to find a local relay service number and to help determine which relay service type works best for the DHH individual requiring the service.

Assistive technology for the deaf in the classroom

Assistive technology for deaf students is very important to ensure that each child with a hearing loss has access to an optimal listening environment. Teachers of the Deaf/Hard of Hearing are an integral part of ensuring that each students assistive technology needs are identified and met, which is why it is so important to us to ensure that Teacher of the Deaf jobs are filled at districts that need them. DHH teachers can recommend specific devices, educate students/parents about personal assistive technology device options and help train school staff to use any assistive technology devices that are used within the school setting. Using an FM system in the classroom can mean the difference between adequate auditory access to be successful in the school learning environment or inadequate auditory access and significant learning breakdowns.

Getting access to assistive technology for the deaf and hard of hearing

Individuals that are Deaf/Hard of Hearing may qualify for financial support or free access to many of these personal devices. Each state has their own program to help alleviate the cost of some of these products and parents/individuals can contact their local state disability support groups or local fire department to determine what benefits they may qualify for. Personal audiologists can also help determine which assistive listening devices may be compatible with personal amplification devices and how to order each assistive deice.

School districts can contact companies such as Phonak, Cochlear, and Oticon to inquire about classroom FM options and to purchase equipment. Educational audiologists or teachers of the Deaf/Hard of Hearing can also help recommend certain FM systems and help order, hook up and maintain the school Fm systems.

There are many deaf and hard of hearing services for students today that provide additional hearing technologies compatible with personal amplification devices. There are many state and federal programs that offer free resources or financial assistance to enable DHH students to access these ALD's. Audiologists and teachers of the Deaf/Hard of Hearing are great resources to help individuals find, source and maintain these assistive listening devices.

Resources:

Loop Systems: https://www.hearinglink.org/living/loops-equipment/hearing-loops/what-is-a-hearing-loop/

FM system options: https://www.phonak.com/us/en/support/product-support/accessories/further-accessories-fm-systems.html

Streaming device options : https://hearwi.org/

Apps for DHH: https://handsandvoices.org/resources/apps.htm

Relay Services: https://www.nad.org/resources/technology/telephone-and-relay-services/relay-services/

Closed Captioning Services: https://www.core77.com/projects/55969/A-Wearable-Captioning-Device-for-the-Hearing-Impaired

Cart Services: https://deafservicesunlimited.com/capabilities/captioning/?gclid=CjwKCAjwoZWHBhBgEiwAiMN66Q2mLjjzKTWJtTR7R66Y-3tiFYEEhBUQDELbGGb2JxlE_5Yl7DBvDRoC8voQAvD_BwE

Alerting device options: https://www.chchearing.org/assistive-listening-and-alerting-devices

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Types of Assistive Technology for Deaf & Hard of Hearing | VocoVision

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There is an ever-expanding array of assistive technology available to help those who are deaf or hard of hearing. These tools can help students in both traditional and virtual school and therapy services better access, understand, and succeed in the classroom. Learn more in our article.

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"The use of assistive products by people with intellectual disabilities is a neglected area of research and practice, and offers considerable opportunities for the advancement of population health and the realization of basic human rights."

Reference：Boot.F. H., Dinsomore. J., Khasnabis, C., MacLachlan. M., (2017)

Intellectual disability and assistive technology: opening the GATE wider, Frontier in public health, https://www.frontiersin.org/articles/10.3389/fpubh.2017.00010/full.

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* Synopsis: Information on a large range of assistive devices and disability products for persons with a disability and seniors. Last Revised/Updated: 2018-06-13.

Main Document

If you have a disability or injury you may use a number of assistive devices or rehabilitation equipment to aid you in and around the home. Assistive devices are tools, products or types of equipment that help you perform tasks and activities if you have a disability, injury or are a senior. Assistive devices may help you move around, see, communicate, eat, or get dressed/undressed.

Assistive technology (AT) is a general term that includes assistive, adaptive, and rehabilitative devices for people with disabilities, including the process used in selecting, locating, and using them. Assistive technology promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks. Assistive technology products are designed to provide additional accessibility to individuals who have physical or cognitive difficulties, impairments, and disabilities. There are so many instances where, through minor modifications, you can make a mainstream product accessible. Nevertheless, there are also situations where your only option is assistive technology.

Adaptive Technology - The term adaptive technology is often used as the synonym for assistive technology; however, they are different terms. Assistive technology refers to "any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities", while adaptive technology covers items that are specifically designed for persons with disabilities and would seldom be used by non-disabled persons.

Assistive devices for mobility/ambulation can also be referred to as ambulatory aids. Ambulatory aids (eg, canes, crutches, walkers) are used to provide an extension of the upper extremities to help transmit body weight and provide support for the user.

Assistive devices can help you improve your quality of life and maintain your sense of independence.

Well designed high quality assistive devices, or daily living aids, that support independent living for the handicapped and disabled, seniors, or those with a medical condition or injury should make life easier and safer for the aged and disabled.

AT promotes greater independence by enabling people to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to or changed methods of interacting with the technology needed to accomplish such tasks.

An assistive device could be a wheelchair, reacher, or a disability product that allows you to use a computer. If you experience difficulties performing certain tasks it is possible that an assistive device can help you overcome your problems.

Other Disability Aids Include

Advanced technology walking products to aid people with disabilities, such as paraplegia or cerebral palsy, who would not at all able to walk or stand (exoskeletons).

Standing products to support people with disabilities in the standing position while maintaining/improving their health (standing frame, standing wheelchair, active stander).

Seating products that assist people to sit comfortably and safely (seating systems, cushions, therapeutic seats).

Walking products to aid people with disabilities who are able to walk or stand with assistance (canes, crutches, walkers, gait trainers).

Wheeled mobility products that enable people with reduced mobility to move freely indoors and outdoors (Examples: wheelchairs and scooters).

Certain devices, such as eyeglasses and hearing aids obviously require an expert's assessment, but many assistive devices for the enhancement of daily life such as wheelchairs, walkers, bath seats and grab bars are easily obtainable in general and specialty stores including online disability product websites.

You will also find pharmacy personnel are usually quite happy to provide information on a variety of other assistive products like magnifying glasses, bath seats, joint support bandages, pill organizers, canes, etc.

Specialty computer stores often carry items like screen reading software that include screen enlargement features for persons with vision impairments. Voice recognition systems, modified keyboards and computer mice are also available for people with mobility and dexterity limitations.

When selecting assistive technology products for computers, it is crucial to find the right products that are compatible with the computer operating system and programs on the particular computer you will be using.

What Does the Future Hold for Assistive Technology?

This is a very exciting time for new developments in assistive technology. Not only are existing AT programs regularly updated, but new and previously unseen technology is on-route to improve accessibility for persons with disabilities. With the advent of e-book readers like the Kindle, Sony E-reader, and recently the Nook released by Barnes and Noble, there could be another wave of new methods for people with learning disabilities and other conditions to access e-books and books. While not all of the devices have text-to-speech capability, some of them do, and if it proves useful, other producers of e-book readers will probably follow suit and adopt that utility in the near future.

By current estimates, more than 4,000 assistive technologies have been designed for the disabled and seniors. These devices include everything from wheelchairs to a wide assortment of high-tech tools and many companies today are turning their research and development to assistive technologies.

Home Automation

The form of home automation called assistive domotics focuses on making it possible for elderly and disabled people to live independently. Home automation is becoming a viable option for the elderly and disabled who would prefer to stay in their own homes rather than move to a healthcare facility. This field uses much of the same technology and equipment as home automation for security, entertainment, and energy conservation but tailors it towards elderly and disabled users.

If you think you could benefit from using an assistive device, start by consulting a health care professional, such as your doctor, pharmacist, or an occupational therapist. Find out what is available to suit your needs. You can also obtain information about assistive devices from catalogs and seniors' magazines. Don't let your disability or sensory loss infringe on your lifestyle, especially when tools and devices exist to help you overcome these obstacles.

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Assistive Technology Devices: New Products and Information

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Synopsis: Information on a large range of assistive devices and disability products for persons with a disability and seniors. Last Revised/Updated: 2018-06-13. If you have a disability or injury you may use a number of assistive devices or rehabilitation equipment to aid you in and around the home.

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The IDEA's Special Education Categories: Specific Learning Disability

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Look closely at the rows of smiling faces in your classroom. Chances are, one or two of those smiles belong to an autistic student.

As their teacher, it’s your job to provide these students with a quality education. Be an ally for your autistic students by modifying your classroom, your teaching habits, or both.

We’ve outlined seven ideas for helpful accommodations for students with autism. We focused on suggestions that come with low costs and easy implementation, but know that there are many more useful suggestions out there. Use this list as a starting point as you create a classroom that helps all students.

Reference: https://www.elemy.com/studio/autism-and-education/accommodations/

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7 Helpful Accommodations for Autistic Students

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Use these suggestions to alter your classroom, your teaching style, or both to ensure that your autistic students learn all they can.

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Teaching Strategies

Educators who work with individuals who are deafblind have a unique challenge to ensure that the person has access to the world beyond the limitations of their reach. The most important challenge for teachers (as well as parents and caregivers) is to meaningfully communicate. Some basic guidelines for communication include:

Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.

Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control

The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.

Symbolic communication can be utilized by individuals who are deafblind. The principal communication systems include:

Touch cues

Object symbols

Sign language

Gestures

Picture symbols

Fingerspelling

Signed English

Braille

American Sign Language

Lip-reading speech

Pidgin Signed English

Tadoma method of speech reading

Large print

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Definition

Deaf-blindness under federal law 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.

Prevalence

In the 2003-2004 school year, 1,667 students were served under the category of multiple disabilities in the United States, representing 0.03% of all special education students.

Characteristics

The causes of deafblindness are many. Below is a list of many of the possible etiologies of deafblindness.

Major Causes of Deaf-blindness

Syndromes

Multiple Congenital Anomalies

Prematurity

Congenital Prenatal Dysfunction

Post-natal Causes

Some people are deafblind from birth. Others may be born deaf or hard-of-hearing and become blind or visually impaired later in life; or the reverse may be the case.

Still others may be adventitiously deafblind-that is, they are born with both sight and hearing but lose some or all of these senses as a result of accident or illness.

Deaf-blindness is often accompanied by additional disabilities. Causes such as maternal rubella can also affect the heart and the brain. Some genetic syndromes or brain injuries that cause deafblindness may also cause cognitive disabilities and/or physical disabilities.

Impact on Learning

Of the five senses, vision and hearing are the primary senses through which we collect information:

As much as 80% of what we learn is learned visually.

Hearing is the basis of the communication/language system that most people use.

When these two major channels for receiving information are impaired or not functioning, it has far reaching effects on a child's development in several areas, including:

Teaching Strategies

Educators who work with individuals who are deafblind have a unique challenge to ensure that the person has access to the world beyond the limitations of their reach. The most important challenge for teachers (as well as parents and caregivers) is to meaningfully communicate. Some basic guidelines for communication include:

Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.

Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control

The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.

Symbolic communication can be utilized by individuals who are deafblind. The principal communication systems include:

Touch cues

Object symbols

Sign language

Gestures

Picture symbols

Fingerspelling

Signed English

Braille

American Sign Language

Lip-reading speech

Pidgin Signed English

Tadoma method of speech reading

Large print

Many of the teaching strategies for individuals with visual impairments and hearing impairments can be used with individuals who are deafblind with modifications made for the communications needs of the individual.

Assistive Technology

Modern technology has provided opportunities for students who are deafblind to access the general curriculum. Assistive technology devices that were created for individuals with visual impairments (especially those with braille output) can be utilized by students who are deafblind. These include:

Computer adaptations:

Adaptive devices:

Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy

Optical character reader: converts printed text into files that can be translated into audible speech or Braille

Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech

Telecommunication Devices

In order for individuals who are deafblind to communicate using the telephone, they may use a telecommunication device for the deaf (TDD) that includes braille output. A TDD is a small keyboard with a display and modem. To use the TDD the individual must relay information to an operator. Text messaging has recently become a very useful avenue for individuals with hearing impairments to relay messages without using the TDD.

Organizations

American Association of the Deaf-Blind [AADB]

AADB is a national consumer advocacy organization that promotes better opportunities and services for deaf-blind people.

814 Thayer Ave, Ste 302
Silver Spring, MD 20910-4500

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

DB-LINK, The National Information Clearinghouse On Children Who Are Deaf-Blind

DB-LINK is a federally funded information and referral service that collects, develops, and distributes information to help improve the education and lives of children and youth who are deaf-blind.

Teaching Research Institute
345 N. Monmouth Ave.
Monmouth, OR 97361

Phone: (800) 438-9376
Fax: (503) 838-8150
TTY: (800) 854-7013
Email: dblink@tr.wou.edu
Web: www.dblink.org

Helen Keller National Center For Deaf-Blind Youths and Adults [HKNC]

HKNC is a national program that provides evaluation, short-term comprehensive vocational rehabilitation training, work experience training and assistance to deaf-blind clients for job and residential placements.

141 Middle Neck Road
Sands Point, NY 11050-1299

Phone: (800) 255-0411 ext. 326
Fax: (516) 944-7302
TTY: (516) 944-8900 ext. 326
Web: www.hknc.org

Hilton/Perkins Program

Hilton/Perkins program provides consultation training and technical assistance to programs throughout the nation and in developing countries. Emphasis is on program development for multi-handicapped blind and deaf-blind infants, toddlers and school-aged children.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02472

Phone: (617) 972-7220
Fax: (617) 923-8076
Email: michael.collins@perkins.org
Web: www.perkins.org

National Family Association For Deaf-Blind [NFADB]

NFADB is a national network of families who focus on issues surrounding deaf-blindness. NFADB advocates for all persons who are deaf-blind, supports national policy to benefit people who are deaf-blind, and encourages the founding and strengthening of family organizations in each state.

141 Middle Neck Road
Sands Point, NY 11050

Phone: (800) 255-0411 x275
Fax: (516) 883-9060
TTY: (800) 255-0411
Email: nfadb@aol.com
Web: www.nfadb.org

National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind [NTAC]

NTAC is a consortium for the provision of technical assistance to families and agencies serving children and young adults who are deaf-blind. The primary mission of NTAC is to assist states in improving the quality of services for individuals (birth to age 22) who are deaf-blind.

Teaching Research Institute
Western Oregon University
345 N. Monmouth Ave.
Monmouth, OR 97361

Phone: (503) 838-8808 Fax: (503) 838-8150
TTY: (503) 838-9623
Web: www.tr.wou.edu/ntac

U.S. Department Of Education Office Of Special Education Programs Projects For Children Who Are Deaf-Blind

The Office of Special Education Programs supports projects to improve and enhance services that are provided by state and local education agencies to children and youth who are deaf-blind. This is done through a program of grant awards that address technical assistance, research, development, pre-service and in-service training, and parental involvement activities.

Charles Free man
400 Mary land Ave
Washington, DC 20202-2550

Phone: (202) 245-7347
Fax: (202) 205-8971
TTY: (202) 205-9172 -D8170
Web: www.ed.gov/offices/OSERS/OSEP
Email: charles.freeman@ed.gov

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Deaf-blindness under federal law 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.

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For kids with developmental coordination disorder (DCD), trouble with motor skills can make it hard to learn in class. DCD, sometimes referred to as dyspraxia, impacts a wide range of tasks, skills, and activities. That includes everything from taking notes to doing things in the right order.

Students may struggle to get from classroom to classroom on time or change into gym clothes. They may have trouble applying the right amount of pressure when they use a pen or pencil to write. Or their handwriting may be so messy that it’s unreadable.

What classroom accommodations can help with DCD? Here are some strategies teachers can use.

Reference:https://www.understood.org/en/articles/at-a-glance-classroom-accommodations-for-dcd

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For kids with developmental coordination disorder (DCD), trouble with motor skills can make it hard to learn in class. DCD, sometimes referred to as dyspraxia, impacts a wide range of tasks, skills, and activities. That includes everything from taking notes to doing things in the right order.

Students may struggle to get from classroom to classroom on time or change into gym clothes. They may have trouble applying the right amount of pressure when they use a pen or pencil to write. Or their handwriting may be so messy that it's unreadable.

What classroom accommodations can help with DCD? Here are some strategies teachers can use.

Classroom seating, materials, and routines

Seat the student closer to the board, teacher, and/or another student who could help.

Adjust chair and/or desk height to ensure the student is in the proper position for desk work. (Feet flat on the floor, shoulders relaxed, and forearms supported on the desk.)

Allow the student to work in different positions, like standing.

Provide a slant board (or large three-ring binder) for a sloped writing surface.

Have spring-loaded or loop scissors available.

Provide special paper as needed, like raised-line paper or graph paper.

Provide different writing tools (thin markers, gel pens, etc.) to reduce pencil pressure.

Give the student an end locker or cubby and teach locker-opening skills.

Give breaks so the student can move around a few times a day.

Give extra time to get from class to class.

Build in extra time to get changed for gym and ready for recess.

Giving instructions and assignments

Give teaching notes ahead of time or have a note-taking buddy.

Use worksheets that reduce the need to copy, like fill-in-the-blanks or matching.

Use larger print for worksheets, notes, and textbooks.

Have the student dictate to a scribe or use speech-to-text software.

Give outlines of diagrams or maps so the student only needs to mark what's being taught.

Allow the student to use a computer for written assignments.

Provide extra time for tests and writing assignments.

Allow oral answers on tests.

Provide checklists, rubrics, step-by-step, and visual directions for assignments.

Introducing new concepts/lessons

Provide extra time to complete work.

Give directions slowly and in short sentences.

Pre-teach physical skills in small parts.

Teach specific handwriting strategies that show how to print letters consistently.

What's next?

See a one-page fact sheet to learn more about DCD. And find out how school or private occupational therapists work with kids with DCD.

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What types of accommodations can help students with developmental coordinaton disorder, or DCD? Here are ways teachers can help.

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1.Encourage positive behaviors.
2. in class,

providing clear instructions

breaking down tasks into smaller steps

offer choices when able

give students extra time to complete assignments.

3. encourage students with ED participate social activities.
4. Give proper assignments.

Reference: Your Therapy Source, (March, 2022) Accommodation for students with emotional and behavioral disorders. https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/

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Though not an exhaustive list, these are some commonly used accommodations. They can be a starting point for a discussion with a deaf student about the right accommodations for them.

Interpreters

Speech-to-Text Services

Assistive Listening Systems

Note Takers

Captioned Media

Testing Accommodations

Remote Services

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Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences

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First, impairments in cognitive and adaptive functioning intrinsic to ID should be adequately catered for within population-level systems of assistive technology policy, products, health care personnel, caregivers, and provision. That means, communication skills and physical examinations by health care personnel need to be adapted to the intellectual and emotional level of the person with ID, to get the correct diagnosis and ensure the appropriate assistive product(s) are prescribed.
Second, the awareness among caregivers and health personnel of comorbidities  should increase for people with ID; such as sensory impairments and dementia.

Reference:
Boot.F. H., Dinsomore. J., Khasnabis, C., MacLachlan. M., (2017)

Intellectual disability and assistive technology: opening the GATE wider, Frontier in public health, https://www.frontiersin.org/articles/10.3389/fpubh.2017.00010/full.

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Behavioral

Teachers in all subject areas should be aware of the impact of an orthopedic disability on a student's behavior in class. Students with these impairments, for example, might get tired more quickly than their peers without orthopedic disabilities.4

Participation

Physical education classes, in particular, may pose difficulties. Some students with orthopedic impairments will need to be excused from gym class. Other students with mild orthopedic impairments may be able to participate.

Seating

A student may need special seating arrangements to help him with posture and mobility, as moving around the classroom or moving around school hallways may be difficult. Schools may also need to arrange the schedules of these students in a way that prevents them from having to travel long distances from one class to another. Providing elevator access can also help.

Technology

They may also need assistive technology devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills. Devices and technologies that might be utilized may include wheelchairs, specialized desks, canes, crutches, communication software, or speech recognition software.

Travel

Children with orthopedic impairments may also face challenges accessing transportation to get to and from school. Federal law, however, requires school districts to provide the transportation necessary to help children with disabilities travel to and from school.

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According to the federal Individuals With Disabilities Education Act (IDEA), an orthopedic impairment is defined as a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child's educational performance. Causes of orthopedic impairment range from genetic abnormalities (such as those that cause a missing arm or leg) to disorders like cerebral palsy, as well as other issues.

Students are typically evaluated by a healthcare professional to determine if they have an orthopedic impairment that will interfere with their academic progress. Medical professionals may also observe the child in the classroom to get a sense of potential problems the student will face.

Orthopedic Impairment

Children may be born with an orthopedic impairment or they may acquire it at some point in life. Hereditary, congenital, and environmental factors can play a role in causing orthopedic impairments that affect the normal functioning of the bones, joints, or muscles.

For example, a child may be born with joint deformities, spina bifida, or muscular dystrophy. Acquired causes can include disease, injury, or surgery. (Injury or surgery may lead to the loss of a limb, muscle contractures, or bone loss that can make movement difficult.)

The orthopedic impairment disability category, per IDEA, includes all orthopedic impairments, regardless of cause. Sometimes orthopedic impairments are called physical disabilities or included in the category of " other health impairments."

Potential Causes of Orthopedic Impairment

Impact on Education

Students with orthopedic impairments typically have the same cognitive abilities as their peers without disabilities. Because of this, school staff should try to include these students in mainstream classes as much as possible. The IDEA law states that students should be educated in the least restrictive environment when appropriate.

For example, impairments such as amputations and fractures can impact attendance, making it harder for kids to keep up academically. Other impairments that have accompanying brain involvement such as birth trauma and cerebral palsy may lead to learning difficulties resulting from sensory and cognitive issues.

Accommodations

Students with orthopedic impairments will have different physical challenges and therefore require different accommodations.

Below are some specific concerns and challenges that children with orthopedic impairments may face.

Behavioral

Teachers in all subject areas should be aware of the impact of an orthopedic disability on a student's behavior in class. Students with these impairments, for example, might get tired more quickly than their peers without orthopedic disabilities.

Participation

Physical education classes, in particular, may pose difficulties. Some students with orthopedic impairments will need to be excused from gym class. Other students with mild orthopedic impairments may be able to participate.

A student may need special seating arrangements to help him with posture and mobility, as moving around the classroom or moving around school hallways may be difficult. Schools may also need to arrange the schedules of these students in a way that prevents them from having to travel long distances from one class to another. Providing elevator access can also help.

Technology

They may also need assistive technology devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills. Devices and technologies that might be utilized may include wheelchairs, specialized desks, canes, crutches, communication software, or speech recognition software.

Children with orthopedic impairments may also face challenges accessing transportation to get to and from school. Federal law, however, requires school districts to provide the transportation necessary to help children with disabilities travel to and from school.

A Word From Verywell

Collectively, parents, medical professionals, teachers, counselors, and other school staff can work to provide children with orthopedic disabilities the support they need in the classroom. The child's needs may change over time, and the officials involved in their individualized education plan can make amendments to the plan to accommodate new needs.

By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

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Learn how the federal Individuals With Disabilities Education Act defines orthopedic impairments, and how they can affect student performance.

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Assistive Technology:

There are no specific technological devices that are recommended for students with AD/HD, but there are a number of tools that can be helpful in strengthening and supporting the organizational abilities of these individuals. Low tech devices such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks. For older students, personal digital assistants, dictating machines, and a variety of computer programs can perform the same task.

For most students in the other health impairment category, it is the needs of the individual that drive the designation of appropriate assistive technology. For the most part, the majority of these students can access and benefit from the same technological supports that are used with their normally developing peers.

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Definition

Other health impairment exists as an umbrella term encompassing hundreds of types of impairments that may result in a chronic condition limiting the individual's ability to effectively access the educational environment. This category is determined by limitations in the three areas of strength, vitality, and alertness, and these students may be cognitively intact. Three leading classifications under other health impairment include epilepsy, asthma, and diabetes.

However, it is the subcategory of attention-deficit/hyperactivity disorder (AD/HD) that will probably impact your classroom most frequently. According to the DSM-IV, AD/HD is defined as a "persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and severe than is typically observed in individuals at a comparable level of development." (p. 85)

Because of the wide parameters of the other health impairment category, the bulk of this section will be devoted to those students with AD/HD, as they are the highest incidence condition in this category. They are also the students most likely to be impacted negatively by their condition; students with epilepsy, asthma and other conditions in the other health impairment category may have little or no adverse impact on educational performance when their conditions are properly medicated.

Prevalence

The U.S. Department of Education reports 5,971,945 students receiving special education services in the 2003-2004 school year. Of that number, 7.6% or 452,045 students, received special education services based on a classification of other heath impairments.

Because IDEA does not specifically define or count incidence of AD/HD, the exact prevalence of the condition is difficult to determine. However, it is estimated that from 2 to 9% of all children are identified as having the condition.

Characteristics

IDEA lists a number of different chronic health problems as possible reasons for the other health impairment label, including asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, cardiac conditions, hemophilia, leukemia, rheumatic fever, sickle cell anemia, and nephritis. It would be impossible to list all of the possible characteristics under such a large disability category. The primary issue in other health impairments, whatever the condition, the resulting symptoms could adversely impact the student's educational performance. If a child has diabetes, but it is controlled through medication and does not impact learning, special education services are not appropriate for that child.

Students with AD/HD are categorized according to their characteristics into three distinct subtypes: predominantly inattentive AD/HD, predominately hyperactive-impulsive AD/HD and combined type AD/HD.

Students with the predominately inattentive type of AD/HD will exhibit six or more of the following characteristics:

Does not pay attention to detail and often makes mistakes across a number of activities

Has difficulty maintaining attention during activities

Does not complete schoolwork or other assigned activities

Has difficulty with organization of activities

Avoids activities that require mental effort or concentration

Loses materials necessary to complete assignments

Easily distracted

Forgetful in many activities

Students with the predominantly hyperactive-impulsive type of AD/HD will exhibit six or more of the following characteristics:

Fidgets or squirms in seat

Gets up or leaves seat frequently during class

Runs about or climbs when inappropriate, and is generally restless

Difficulty in engaging in play activities quietly

Talks excessively

Blurts out answers

Has difficulty waiting for their turn

Interrupts others

Students with the combined type of AD/HD will have some features of both the inattentive type and the hyperactive-impulsive type of AD/HD. This is the largest population of students carrying the AD/HD label.

Impact on Learning

Students with AD/HD, no matter what subtype, can have deficits in three areas that may impact their educational performance. These three areas are executive functioning, intellectual functioning, and social/emotional functioning.

Executive functioning is the ability to process information, make decisions, and solve problems. Students with AD/HD display deficits in a number of executive functions, including working memory, internalization of speech, self-regulation, and reconstitution. These students often have an inability to learn from the experiences of the past and can repeatedly make the same mistakes. This problem with memory is often impacted by issues with self-regulation, as these students also have difficulty understanding the effect that their behavior can have on others. In addition, students with AD/HD have trouble internalizing their thoughts and can blurt out inappropriate comments. Reconstitution is the skill of analyzing thoughts and behaviors. It is this deficit in executive functioning that can be the most frustrating to these students: they may know exactly what is expected of them, but are unable to act accordingly.

The average level of intellectual functioning of students with AD/HD is a matter of controversy, but what is certain is that these students frequently have problems with academic achievement. Ten to forty percent of these students are also diagnosed with a learning disability of some type, and 30% have a reading disability. However, these students also can display a high degree of creativity and can display intense levels of focused concentration on a task of interest.

Students with AD/HD often exhibit a number of emotional issues as well, and as many as 25% of these students have some type of anxiety disorder. These emotional issues can lead to conflict with parents, teachers and peers; low self-esteem; difficulty making social connections; and higher rates of alcohol and substance abuse.

Teaching Strategies

Without the appropriate supports, students with AD/HD may experience long-term difficulties in academic, social, and emotional functioning. However, there are a number of strategies that can be taught to these students to enable them to have more control over their own educational outcomes:

Allow extra time for these students to shift from one activity or environment to the next.

Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access.

Allow extra time for finishing assignments or for testing.

For more complex activities, simplify steps to make them more manageable.

Seat the student close to the teacher and away from any peers that might be distracting.

Post a daily and weekly schedule that clearly delineates each activity. These schedules can then be used as prompts to direct the student back on task.

Keep these schedules as consistent as possible, and keep unstructured time at a minimum.

In a more global sense, teaching these students to create their own goals and objectives can help them learn to manage their lives across any number of environments and activities. This process includes the following steps:

Clearly define your goal.

Develop objectives to achieve this goal.

Define the actions necessary to achieve the desired outcome.

Teaching this process gives control back to the individual, allowing for greater motivation and self-awareness.

Assistive Technology:

There are no specific technological devices that are recommended for students with AD/HD, but there are a number of tools that can be helpful in strengthening and supporting the organizational abilities of these individuals. Low tech devices such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks. For older students, personal digital assistants, dictating machines, and a variety of computer programs can perform the same task.

For most students in the other health impairment category, it is the needs of the individual that drive the designation of appropriate assistive technology. For the most part, the majority of these students can access and benefit from the same technological supports that are used with their normally developing peers.

Important Information

The following two publications from the U.S. Department of Education address important issues related to the instruction of children with ADHD:

Organizations

A.D.D. Warehouse

ADD Warehouse has built the world's largest collection of ADHD-related books, videos, training programs, games, professional texts and assessment products. They are a leading resource for the understanding and treatment of all developmental disorders, including ADHD and related problems.

300 Northwest 70th Avenue, Suite 102
Plantation, FL 33317

Web: www.addwarehouse.org

Adults, adolescents, and children with Attention-Deficit/Hyperactivity Disorder (CHADD)

CHADD provides education, advocacy and support to individuals with ADHD. They publish a variety of printed materials to keep members and professionals current on research advances, medications, and treatments affecting individuals with ADHD.

8181 Professional Place, Suite 150
Landover, MD 20785

Web: chadd.org

American Diabetes Association

The American Diabetes Association funds research to prevent, cure, and manage diabetes and delivers services at the community level.

1707 North Beauregard Street Alexandria, VA 22311

Web: www.diabetes.org

Asthma and Allergy Foundation of America (AAFA)

The Asthma and Allergy foundation of America works to develop and implement public policies to improve the quality of life for people with asthma and allergies.

Web: aafa.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Council for Exceptional Children

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704

Email: service@cec.sped.org
Web: www.cec.sped.org

Epilepsy Foundation-National Office

The Epilepsy Foundation of America® is the national voluntary agency solely dedicated to the welfare of the more than 3 million people with epilepsy in the U.S. and their families. The organization works to ensure that people with seizures are able to participate in all life experiences; to improve how people with epilepsy are perceived, accepted and valued in society; and to promote research for a cure.

4351 Garden City Drive, Suite 500
Landover, MD 20785-7223

Web: epilepsyfoundation.org

Epilepsy Foundation of Southeast Texas

2630 Fountain View, Suite 210
Houston, TX 77057

8802 Harry Hines Boulevard
Dallas, TX 75235

Email: dstahlhut@efset.org
Web: www.efset.org

Epilepsy Foundation, Central and South Texas

10615 Perrin Beitel, Suite 602
San Antonio, TX 78217

Email: staff@efcst.org

Learning Disabilities Association of America (LDA)

LDA is the largest non-profit volunteer organization advocating for individuals with learning disabilities and has over 200 state and local affiliates in 42 states and Puerto Rico. The membership, composed of individuals with learning disabilities, family members and concerned professionals, advocates for the almost three million students of school age with learning disabilities and for adults affected with learning disabilities. LDA's mission is to create opportunities for success for all individuals affected by learning disabilities and to reduce the incidence of learning disabilities in future generations.

4156 Library Road
Pittsburgh, PA 15234-1349

E-mail: info@ldaamerica.org
Web: www.ldaamerica.org

National Association of Protection and Advocacy Systems, Inc

The National Disability Rights Network (NDRN) is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. Through training and technical assistance, legal support, and legislative advocacy, the National Disability Rights Network works to create a society in which people with disabilities are afforded equality of opportunity and are able to fully participate by exercising choice and self-etermination.

900 Second Street, NE, Suite 211
Washington, DC 20002

Web: www.napas.org

National Attention Deficit Disorder Association (ADDA)

The mission of ADDA is to provide information, resources and networking to adults with AD/HD and to the professionals who work with them. In doing so, ADDA generates hope, awareness, empowerment and connections worldwide in the field of AD/HD. Bringing together scientific perspectives and the human experience, the information and resources provided to individuals and families affected by AD/HD and professionals in the field focuses on diagnoses, treatments, strategies and techniques for helping adults with AD/HD lead better lives.

P.O. Box 543
Pottstown, PA 19464

Web: www.add.org

National Center for Learning Disabilities

The National Center for Learning Disabilities (NCLD) has developed this comprehensive site to help: parents make informed decisions affecting their children who have a learning disability or who may be at risk for learning disabilities; educators gain access to authoritative information about research-based instruction, assessment and support services; child care providers and early childhood teachers understand early literacy skill development, recognize warning signs and respond to young children's needs; and advocates promote educational rights and opportunities for all individuals with learning disabilities.

381 Park Avenue South, Suite 1401
New York, NY 10016

Web: www.ld.org

References

American Psychiatric Association (2000). (DSM-IV-TR) Diagnostic and statistical manual of mental disorders, 4th edition, text revision. Washington, DC: American Psychiatric Press, Inc.

Hunt, N., and Marshall, K. (2006). Exceptional children and youth. Boston, MA: Houghton Mifflin Company.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives. Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Information on health impairments and the impact it may have on learning.

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Incidence. The lifetime prevalence of learning disability in US children is 9.7%. Although prevalence of learning disability is lower among average developing children (5.4%), it still affected 2.7 million children compared with 3.3 million (27.8%) children with special health care needs. 

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Incidence. The lifetime prevalence of learning disability in US children is 9.7%. Although prevalence of learning disability is lower among average developing children (5.4%), it still affected 2.7 million children compared with 3.3 million (27.8%) children with special health care needs. 

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Lifetime Prevalence of Learning Disability Among US Children

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OBJECTIVE. Our goal was to examine the lifetime prevalence of learning disability by sociodemographic and family-functioning characteristics in US children, with particular attention paid to the children with special health care needs.METHODS.

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Finding your voice by overcoming speech disorders: Aslan Maleki at TEDxOU

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Finding your voice by overcoming speech disorders: Aslan Maleki at TEDxOU

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Finding your voice by overcoming speech disorders: Aslan Maleki at TEDxOU

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Aslan Maleki is an Iranian born, Oklahoma-raised entrepreneur and a petroleum engineering junior at the University of Oklahoma. Growing up, he wasn't always as eager to speak. While being persistent at improving his personal speaking skills, he transformed his challenges with speaking into strengths.

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Incidence Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing in the past 12 months. 

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Incidence Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing in the past 12 months. 

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Voice, Speech, Language, and Swallowing

Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing in the past 12 months.1

Among children who have a voice, speech, language, or swallowing disorder, 34 percent of those ages 3-10 have multiple communication or swallowing disorders, while 25.4 percent of those ages 11-17 have multiple disorders.1

Boys ages 3-17 are more likely than girls to have a voice, speech, language, or swallowing disorder (9.6 percent compared to 5.7 percent).1

The prevalence of voice, speech, language, or swallowing disorders is highest among children ages 3-6 (11.0 percent), compared to children ages 7-10 (9.3 percent), and children ages 11-17 (4.9 percent).1

Nearly one in 10, or 9.6 percent, of black children (ages 3-17) has a voice, speech, language, or swallowing disorder, compared to 7.8 percent of white children and 6.9 percent of Hispanic children.1

More than half (55.2 percent) of U.S. children ages 3-17 with a voice, speech, language, or swallowing disorder received intervention services in the past year.1 White children (ages 3-17) with a voice, speech, language, or swallowing disorder are more likely to have received intervention services in the past 12 months, compared to Hispanic and black children, at 60.1 percent, 47.3 percent, and 45.8 percent respectively.1

Boys (ages 3-17) with a voice, speech, language, or swallowing disorder are more likely than girls to receive intervention services, at 59.4 percent and 47.8 percent, respectively.1

Among children ages 3-17 who have a voice, speech, language, or swallowing disorder, those with speech or language problems, 67.6 percent and 66.8 percent respectively, are more likely to receive intervention services, compared to those who have a voice disorder (22.8 percent) or swallowing problems (12.7 percent).1

Voice

An estimated 17.9 million U.S. adults ages 18 or older, or 7.6%, report having had a problem with their voice in the past 12 months.3, 4  Approximately 9.4 million (4.0%) adults report having a problem using their voice that lasted one week or longer during the last 12 months.2

1.4 percent of U.S. children have a voice disorder that lasted for a week or longer during the past 12 months.1

Spasmodic dysphonia, a voice disorder caused by involuntary movements of one or more muscles of the larynx (voice box), can affect anyone. The first signs of this disorder are found most often in people ages 30-50. More women than men appear to be affected.5

Speech

5 percent of U.S. children ages 3-17 have a speech disorder that lasted for a week or longer during the past 12 months.1

The prevalence of speech sound disorders (namely, articulation disorders or phonological disorders) in young children is 8 to 9 percent. By the first grade, roughly 5 percent of children have noticeable speech disorders, including stuttering, speech sound disorders, and dysarthria; the majority of these speech disorders have no known cause.6, 7

More than three million Americans (about one percent) stutter. Stuttering can affect individuals of all ages, but occurs most frequently in young children between the ages of 2 and 6. Boys are two to three times more likely than girls to stutter. Although most children who stutter outgrow the condition while young, as many as one in four will continue to stutter for the rest of their lives, a condition known as persistent developmental stuttering.8, 9

Language

3.3 percent of U.S. children ages 3-17 have a language disorder that lasted for a week or longer during the past 12 months.1

Research suggests that the first 6 months of life are the most crucial to a child’s development of language skills. For a person to become fully competent in any language, exposure must begin as early as possible, preferably before school age.10, 11

Anyone can acquire aphasia (a loss of the ability to use or understand language), but most people who have aphasia are in their middle to late years. Men and women are equally affected. Nearly 180,000 Americans acquire the disorder each year.12 About 1 million persons in the U.S. currently have aphasia.12

Swallowing

0.9 percent of U.S. children ages 3-17 have a swallowing disorder that lasted for a week or longer during the past 12 months.1

Sources

1. Black LI, Vahratian A, Hoffman HJ. Communication disorders and use of intervention services among children aged 3–17 years: United States, 2012. NCHS data brief, no 205. Hyattsville, MD: National Center for Health Statistics. 2015.

2. Hoffman HJ, Li C-M, Losonczy K, Chiu MS, Lucas JB, St. Louis KO. Voice, speech, and language disorders in the U.S. population: The 2012 National Health Interview Survey (NHIS).  Abstract No. 648. In Abstracts of the 47th Annual Meeting of the Society for Epidemiologic Research, June 24-27, 2014, Seattle, WA; p. 156.

3. Bhattacharyya N. The prevalence of voice problems among adults in the United States.  Laryngoscope. 2014 Oct; 124(10): 2359–2362.

4. Moris MA, Meier SK, Griffin JM, Branda ME, Phelan SM. Prevalence and etiologies of adult communication disabilities in the United States: Results of the 2012 National Health Interview Survey. Brief Report. Disabil Health J.  2016 Jan;9(1):140-4.doi:10.1016/j.dhjo.2015.07.004. Epub 2015 Jul 22.

5. Schweinfurth JM, Billante M, Courey MS. Risk factors and demographics in patients with spasmodic dysphonia. Laryngoscope. 2002 Feb; 112(2): 220–223.

6. Shriberg LD, Tomblin JB, McSweeny JL. Prevalence of speech delay in 6-year-old children and comorbidity with language impairment. J Speech Lang Hear Res. 1999; 42(6): 1461–1481.

7. Law J, Boyle J, Harris F, Harkness A, Nye C. Prevalence and natural history of primary speech and language delay:  findings from a systematic review of the literature. Int J Lang Commun Disord.  2000 Apr-Jun; 35(2): 165–188.

8. Yairi E, Ambrose N. Epidemiology of stuttering: 21st century advances. J Fluency Disord. 2013 Jun; 38(2): 66–87.

9. Boyle CA, Boulet S, Schieve LA, Cohen RA, Blumberg SJ, Yeargin-Allsopp M, Visser S, Kogan MD. Trends in the prevalence of developmental disabilities in US children, 1997–2008. Pediatrics. 2011 Jun; 127(6): 1034–1042.

10. Kuhl PK. Learning and representation in speech and language. Curr Opin Neurobiol. 1994 Dec; 4(6): 812–822.

11. Yeung HH, Werker JF. Learning words’ sounds before learning how words sound: 9-month-olds use distinct objects as cues to categorize speech information. Cognition. 2009 Nov; 113(2): 234–243.

12.  National Aphasia Association. Aphasia FAQs. Accessed 5/18/2016.

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Quick Statistics About Voice, Speech, Language

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Statistics on voice, speech, language, and swallowing disorders among both adults and children in the U.S.

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Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

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Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

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https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment#:~:text=Speech%20or%20language%20impairment%20means,affects%20a%20child's%20educational%20performance.

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Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

In Montana: Students ages 6-21 with a speech or language impairment made up 2.22% of the total student population in 2011.

Nationally: Speech and language impairments are considered a high-incidence disability. Approximately 20% of children receiving special education services are receiving services for speech and language disorders. This estimate does not include children who receive services for speech and language disorders that are secondary to other conditions such as deafness. More than one-half (55.2%) of all 3, 4, and 5 year old children with a disability receive speech and language services.

IDEA/Special Education Implications

A student demonstrates a communication need when and if the student uses a language or mode of communication (ie sign language, augmentative communication device, PEC system) that is different from those of school staff and peers. The purpose of this question on the IEP is to document the IEP team considered how information will be given to, and received from a student with an alternate language or mode of communication.

When is "Speech/Language" a special education service and when is it a related service?
The term "special education" means specially designed instruction to meet the unique needs of a child with a disability. The term "related service" means developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education. If "Speech/Language" is required to assist a child with a disability to benefit from special education, it would be identified as a related education service. If "Speech/Language" is the sole special education service, it is considered the special education service. Speech and language pathology services are special education services when they are the only services identified on the IEP.

What is the difference between the special education services of "Communication" and "Speech-language pathology"?
"Communication" includes the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode.

"Speech-language pathology" services include identification of children with speech or language impairments; diagnosis and appraisal of specific speech or language impairments; referral for medical or other professional attention necessary for the rehabilitation of speech or language impairments; provision of speech and language services for the habilitation or prevention of communicative impairments; and counseling and guidance of parents, children, and teachers regarding speech and language impairments

For more in depth information on speech or language impairment or other developmental disabilities visit the Montana Office of Public Instruction's special education guidance website.

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Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance. In Montana: Students ages 6-21 with a speech or language impairment made up 2.22% of the total student population in 2011.

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What is a Specific Learning Disability?A specific learning disability is a disorder that interferes with a student’s ability to listen, think, speak, write, spell, or do mathematical calculations.1 Students with a specific learning disability may struggle with reading, writing, or math.2The term “specific learning disability” is commonly used in federal and state law, the Diagnostic and Statistical Manual of Mental Disorders (DSM), and by many private and public schools.3

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What is a Specific Learning Disability?A specific learning disability is a disorder that interferes with a student’s ability to listen, think, speak, write, spell, or do mathematical calculations.1 Students with a specific learning disability may struggle with reading, writing, or math.2The term “specific learning disability” is commonly used in federal and state law, the Diagnostic and Statistical Manual of Mental Disorders (DSM), and by many private and public schools.3

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https://www.churchillstl.org/learning-disability-resources/specific-learning-disabilities/#:~:text=A%20specific%20learning%20disability%20is,2

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A specific learning disability is a disorder that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. ¹ Students with a specific learning disability may struggle with reading, writing, or math. ²

The term "specific learning disability" is commonly used in federal and state law, the Diagnostic and Statistical Manual of Mental Disorders (DSM), and by many private and public schools. ³

63% Of people know someone who has a learning disability⁵

43% Of people wrongly think that learning disabilities are correlated with IQ⁵

10-15% Of school-aged children have a learning disability⁴

types of specific learning disabilities

"Specific learning disability" is an umbrella term that can describe many different types of learning issues. An educational evaluation may show that your child has a specific learning disability in a certain subject area.
For example:

A specific learning disability in reading, also known as dyslexia

A specific learning disability in writing, also known as dysgraphia

A specific learning disability in mathematics, also known as dyscalculia

signs of specific learning disabilities

Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning⁵

Inaccurate or slow and effortful reading or writing⁵

Poor written expression that lacks clarity⁵

Difficulties remembering number facts⁵

Inaccurate mathematical reasoning⁵

What to Do if You Notice Signs of a Specific Learning Disability

What to Do if Your Child is Diagnosed with a Specific Learning Disability

Get to Know Your Child's Specific Diagnosis

The more you know about your child's specific learning disability, the more you can do to help. Develop a deep understanding of your child's diagnosis, as well as his or her strengths.

For more information on specific diagnoses, see Churchill's learning disability guides, including:

Common Specific Learning Disability Myths

Myth:Smart students don't have specific learning disabilities.

Specific learning disabilities and IQ are not connected, and many individuals who struggle with reading, writing, or math are bright and successful students.

Myth:All specific learning disability diagnoses are the same.

"Specific learning disability" is an umbrella term that can describe many different types of learning issues including dyslexia, dysgraphia, and dyscalculia. Different types of specific learning disabilities require different interventions.

Myth:Specific learning disabilities are rare.

According to the National Institutes of Health, approximately 10-15% of school-aged children have a learning disability. ⁴

Myth:If my child is struggling in school, he or she probably has a specific learning disability.

The only way to find out whether your child has a specific learning disability is by completing a full educational evaluation. You can request this testing through your public school, or through a private evaluator.

Myth:Specific learning disabilities are a result of a poor diet or too much TV.

Specific learning disabilities are brain-based disorders, and are not caused by external factors such as diet or activity.

Additional Resources on Specific Learning Disability

Shop through AmazonSmile and Amazon will donate 0.5% of your purchase to Churchill.

References

1. IDEA - Building The Legacy of IDEA 2004. Retrieved from http://idea.ed.gov/explore/view/p/,root,statute,I,A,602,30

2. What's the Difference Between Learning Disabilities and Learning and Attention Issues? Understood. Retrieved from https://www.understood.org/en/learning-attention-issues/getting-started/what-you-need-to-know/difference-between-learning-disabilities-and-learning-and-attention-issues

3. Types of Learning Disabilities. Learning Disability Association of America. Retrieved from https://ldaamerica.org/types-of-learning-disabilities/

4. Lowell, S. C., Felton, R. H., & Hook, P. E. Basic Facts About Assessment of Dyslexia: Testing for Teaching

5. Cortiella, Candace and Horowitz, Sheldon H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities, 2014, from http://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf

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What is a Specific Learning Disability? | Symptoms & Strategies

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A specific learning disability is a disorder that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. 1 Students with a specific learning disability may struggle with reading, writing, or math.

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Assistive Technology 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. 

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Assistive Technology 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. 

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

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

# data[].attributes.attachment_link.description
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.

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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.Nov 12, 2019

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

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

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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.

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Approximately 12 million people 40 years and over in the United States have vision impairment, including 1 million who are blind, 3 million who have vision impairment after correction, and 8 million who have vision impairment due to uncorrected refractive error.

https://www.cdc.gov/visionhealth/basics/ced/fastfacts.htm#:~:text=Approximately%2012%20million%20people%2040,due%20to%20uncorrected%20refractive%20error.

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The Technology Related Assistance to Individuals with Disabilities Act of 1988 described an assistive technology device as "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."

Assistive technologies can be "high tech" and "low tech:" from canes and lever doorknobs to voice recognition software and augmentative communication devices (speech generating devices).

https://guides.library.illinois.edu/c.php?g=526852&p=3602299

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Mobility

Service Dogs
Service dogs are dogs that are trained to help their owner with a specific disability. For example, dogs can be trained to pick things up, visually guide those with visual impairments, remind you to take medication, or help those with poor balance.

Service dogs can go to public places with their owners, even places that dogs are not usually allowed to go like airplanes or restaurants.
Canes
Various types of canes, most popularly the long cane, can help individuals who are blind or have low vision navigate with confidence.
Electronic Mobility Aids
Electronic mobility aids are devices that use ultrasonic waves to reflect off of obstacles in front of the individual to tell them what is coming in front of them. The usefulness of these devices is debated and they often need to be used in conjunction with a long cane or a service dog. Some examples include:

Reading Assistance

These assistive technologies are examples of software/devices that can help those who are blind or visually impaired read printed material or surf the web.

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Visual Impairments Including Blindness  

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Visual Impairments Including Blindness  

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Prevalence of Multiple Disabilities
According to the U.S. Department of Education, Multiple Disabilities represent approximately
2.0 percent of all students having a classification in special education.
http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-9-Special_Education_Eligibility.pdf

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Assistive Technologies By definition, Assistive Technology (AT) is any device that helps a student or adult with a disability to learn better and to increase independence and mobility. Assistive technology can further enhance the lives of those who cannot speak, hear, see or even walk. AT devices may be categorized as no technology, low technology or even high technology.The term "no technology" or "no tech" refers to any AT device that is not electronic, like a plain communication board with pictures to which the student points. The low-tech devices are electronic but do not require highly computerized components. An example of this occurs in my school, The Hungerford School in the New York City borough of Staten Island. It has electronic voice-recording devices and talking switches. These devices are heavily used with the low-functioning population in the Speech Department and in conjunction with our home economics teacher.

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Assistive Technologies By definition, Assistive Technology (AT) is any device that helps a student or adult with a disability to learn better and to increase independence and mobility. Assistive technology can further enhance the lives of those who cannot speak, hear, see or even walk. AT devices may be categorized as no technology, low technology or even high technology.The term "no technology" or "no tech" refers to any AT device that is not electronic, like a plain communication board with pictures to which the student points. The low-tech devices are electronic but do not require highly computerized components. An example of this occurs in my school, The Hungerford School in the New York City borough of Staten Island. It has electronic voice-recording devices and talking switches. These devices are heavily used with the low-functioning population in the Speech Department and in conjunction with our home economics teacher.

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https://www.techlearning.com/news/assistiveadaptive-technology-for-students-with-multiple-disabilities

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Assistive/Adaptive Technology for Students with Multiple Disabilities

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Can a severely disabled nonverbal student “recite” the Pledge of Allegiance? Yes, with the proper assistive technology. One device will allow the student to play the Pledge of Allegiance over the P.A.

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https://www.youtube.com/watch?v=X34jC73JihY

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Strategies for Assessing and Teaching Students with Visual and Multiple Disabilities