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Nearly 1 in 12 students have speech/language disorder
Source:https://www.nidcd.nih.gov/health/statistics/quick-statistics-voice-speech-language

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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.

"Deaf" usually refers to a hearing loss so severe that there is very little or no functional hearing. "Hard of hearing" refers to a hearing loss where there may be enough residual hearing that an auditory device, such as a hearing aid or FM system, provides adequate assistance to process speech.

"Deafened" usually refers to a person who becomes deaf as an adult and, therefore, faces different challenges than those of a person who became deaf at birth or as a child.

Deaf, deafened, and hard of hearing individuals may choose to use hearing aids, cochlear implants, and/or other assistive listening devices to boost available hearing. Alternatively, or in addition, they may read lips, use sign language, sign language interpreters, and/or captioning.

People who are deaf or hard of hearing may have speech that is difficult to understand due to the inability to hear their own voice.

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There is often confusion over the terms "hearing impaired," "hard of hearing," "deaf," and "deafened," both in definition and appropriateness of use.

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.

"Deaf" usually refers to a hearing loss so severe that there is very little or no functional hearing. "Hard of hearing" refers to a hearing loss where there may be enough residual hearing that an auditory device, such as a hearing aid or FM system, provides adequate assistance to process speech.

"Deafened" usually refers to a person who becomes deaf as an adult and, therefore, faces different challenges than those of a person who became deaf at birth or as a child.

Deaf, deafened, and hard of hearing individuals may choose to use hearing aids, cochlear implants, and/or other assistive listening devices to boost available hearing. Alternatively, or in addition, they may read lips, use sign language, sign language interpreters, and/or captioning.

People who are deaf or hard of hearing may have speech that is difficult to understand due to the inability to hear their own voice.

For more information on appropriate terminology, consult the resource at the National Association of the Deaf titled Community and Culture - Frequently Asked Questions.

For additional resources visit the National Association of the Deaf or the Hearing Loss Association of America.

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How are the terms deaf, deafened, hard of hearing, and hearing impaired typically used?

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There is often confusion over the terms "hearing impaired," "hard of hearing," "deaf," and "deafened," both in definition and appropriateness of use. 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.

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Cortical Vision Impairment: Assessment and Intervention

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Speech Disorder
The causes of most speech disorders are unknown.There are three major types:

Articulation: It’s hard for your child to pronounce words. They may drop sounds or use the wrong sounds and say things like “wabbit” instead of “rabbit.” Letters such as p, b, and m are easier to learn. Most kids can master those sounds by age 2. But r, l, and th sounds take longer to get right.

Fluency: Your child may have problems with how their words and sentences flow. Stuttering is a fluency disorder. That’s when your child repeats words, parts of words, or uses odd pauses. It’s common as kids approach 3 years of age. That’s when a child thinks faster than they can speak. If it lasts longer than 6 months, or if your child is more than 3.5 years old, get help.

Voice: If your child speaks too loudly, too softly, or is often hoarse, they may have a voice disorder. This can happen if your child speaks loudly and with too much force. Another cause is small growths on the vocal cords called nodules or polyps. They’re also due to too much voice stress.

Language Disorders

Does your child use fewer words and simpler sentences than their friends? These issues may be signs of a language disorder. For kids with this disorder, it’s hard to find the right words or speak in complete sentences. It may be tough for them to make sense of what others say. Your child may have this disorder if they:

Don’t babble by 7 months

Only speak a few words by 17 months

Can’t put two words together by 2 years

Have problems when they play and talk with other kids from the ages of 2 to 3

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Speech and language problems may make it hard for your child to understand and speak with others, or make the sounds of speech. They're common, affecting as many as one in 12 kids and teens in the U.S.

Kids with these disorders often have trouble when they learn to read and write, or when they try to be social and make friends. But treatment helps most children improve, especially if they start it early.

Adults can also have these disorders. It may have started in childhood, or they may have them because of other problems such as brain injuries, stroke, cancer, or dementia.

Speech Disorders

For children with speech disorders, it can be tough forming the sounds that make up speech or putting sentences together. Signs of a speech disorder include:

Trouble with p, b, m, h, and w sounds at 1 to 2 years of age

Problems with k, g, f, t, d, and n sounds between the ages of 2 and 3

When people who know the child well find it hard to understand them

The causes of most speech disorders are unknown.

There are three major types:

Articulation: It's hard for your child to pronounce words. They may drop sounds or use the wrong sounds and say things like "wabbit" instead of "rabbit." Letters such as p, b, and m are easier to learn. Most kids can master those sounds by age 2. But r, l, and th sounds take longer to get right.

Fluency: Your child may have problems with how his words and sentences flow. Stuttering is a fluency disorder. That's when your child repeats words, parts of words, or uses odd pauses. It's common as kids approach 3 years of age. That's when a child thinks faster than they can speak. If it lasts longer than 6 months, or if your child is more than 3.5 years old, get help.

Voice: If your child speaks too loudly, too softly, or is often hoarse, they may have a voice disorder. This can happen if your child speaks loudly and with too much force. Another cause is small growths on the vocal cords called nodules or polyps. They're also due to too much voice stress.

Continued

Language Disorders

Does your child use fewer words and simpler sentences than his friends? These issues may be signs of a language disorder. For kids with this disorder, it's hard to find the right words or speak in complete sentences. It may be tough for them to make sense of what others say. Your child may have this disorder if they:

Don't babble by 7 months

Only speak a few words by 17 months

Can't put two words together by 2 years

Have problems when they play and talk with other kids from the ages of 2 to 3

There are two major types of language disorders. It's possible for a child to have both.

Receptive: This is when your child finds it hard to understand speech. They may find it hard to:

Follow directions

Answer questions

Point to objects when asked

Expressive: If your child has trouble finding the right words to express themselves, they may have this type of language disorder. Kids with an expressive disorder may find it tough to:

Ask questions

String words into sentences

Start and continue a conversation

It's not always possible to trace the cause of language disorders. Physical causes of this type of disorder can include head injuries, illness, or ear infections. These are sometimes called acquired language disorders.

Other things that make it more likely include:

A family history of language problems

Being born early

Down syndrome

Poor nutrition

Doctors don't always know what causes your child's condition. Remember, these kinds of disorders have nothing to do with how smart your child is. Often, kids with language disorders are smarter than average.

Diagnosis and Treatment

Speech and language disorders are legally defined disabilities. Your child may get testing and treatment through your state's early intervention program or local public schools. Some services are free.

Your child may see a speech language pathologist, or SLP. The SLP may try to find out if your child:

Can follow directions

Is able to name common objects

Knows how to play with toys

Can hold books the right way

The SLP will first check your child's hearing. If that's OK, the SLP will do tests to find out what kind of disorder may be present, if it's a short-term problem or one that needs treatment, and what treatment plan to recommend.

Continued

How to Help Your Child

Children learn and grow at their own pace. The younger they are, the more likely they are to make mistakes. So you'll want to learn the milestones. Know what skills your child should be able to master at a given age.

To help your child with their speech and language skills:

Talk to your child, even as a newborn.

Point to objects and name them.

When your child is ready, ask them questions.

Respond to what they say, but don't correct mistakes.

Read to your child at least 15 minutes a day.

If your child has one of these disorders, don't assume they'll outgrow it. But treatment does help most kids get better. The sooner they get it, the better the results.

Sources

SOURCES:

Diane Paul, PhD, American Speech-Language-Hearing Association, Washington, D.C.

National Institute on Deafness and Other Communication Disorders: "Speech and Language Developmental Milestones," "Quick Statistics About Voice, Speech, Language."

Understood.org: "Understanding Language Disorders."

American Speech-Language-Hearing Association: "Preschool Language Disorders," "Speech Sound Disorders," "Adult Speech and Language," "Apraxia of Speech in Adults," "Dysarthria," "Early Identification of Speech, Language, and Hearing Disorders."

UpToDate: "Etiology of speech and language disorders in children."

Stanford Children's Health: "Fluency Disorder."

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Speech and language problems may make it hard for your child to understand and speak with others, or make the sounds of speech. They're common, affecting as many as one in 12 kids and teens in the U.S. Kids with these disorders often have trouble when they learn to read and write, or when they try to be social and make friends.

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A multiple disabilities code signifies that the student has two or more disabilities that, combined, significantly impairs the student so that they cannot be accommodated simply for one of the impairments.

According to the Congressional Research Service, "Multiple disabilities are a combination of one or more disability categories, as allowed by the state eligibility criteria."

Here's the catch. Criteria for Multiple Disabilities differs per state.

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Communication Boards or Books
Picture Exchange Communication (PECs)-low cost way of using pictures to communicate needs and wants.

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Voice Output Communication Aides-a hybrid of using pictures as a form of communication, but also adding in audio. Not super user friendly and need to switch out picture boards which can be a hassle. It is however, a lower cost communication device and a form of communication for those who are non-verbal which is so important.

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Speech Generating Device

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Toys to encourage communication (Talk Time)-Play based intervention led by the child. Example- Hold the ball at the top of toy cyclone. Wait for student to say "put in". Fun sensory toys are great ways to encourage communication in the classroom.

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Having visual timers in the classroom can ease stressful transitions by showing students how long a task will take or work time expectation. Also helps in growing independence in student.

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Social Stories are a great tool to use to teach social skills or routines. They need to be brief to the point stories with few words and visuals. Reading a social story before the student engages in an activity will help to shape a desired behavioral outcome.

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Being Angry & Safe #Autism Social Skills Video

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DTT-Can be used in any educational setting.  We should be clear with the expectation, student responds and we give quick feedback or positive reinforcement. This is especially important for students with autism.

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Discrete Trial Teaching - Autism Therapy Video

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Presenting a learning opportunity in which the student's correct response will be reinforced.

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Token boards are used to teach, maintain and generalize appropriate behaviors we want to see in students. It is a visual reward system that offers quick feedback with a high incentive at the end.

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Video Tutorial for an Independent Work Task System

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An FM System has 2 parts: transmitter (worn by teacher) and receiver worn by student (who uses hearing aid or cochlear implant)

Teacher uses a microphone, wears the transmitter which then takes in the audio signals and transmits to the receiver.

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Visual schedules are helpful in decreasing anxiety and fear of making transitions by communicating when certain activities will occur throughout the day or part of the day. It is also helpful for General Education Teachers to have schedules posted on the wall for all students in the classroom.

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First->Then strips or boards show students what is expected of them now and what is coming after. This helps to relieve stress of the unknown.

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Visual Instructions in various areas of the room to help students understand the steps to accomplishing a task promotes independence.

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Noise Cancelling or reducing headphones can ease the anxiety of a student in the mainstream classroom or other overstimulating situations for students with Autism.

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Having a cool down area for students who are feeling overwhelmed is a valuable tool for teachers who may have students with autism.

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Students with Autism may feel more comfortable with the option of doing independent work at a study carrel or a quiet area.

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Adaptive Technology for Note Taking and Organization

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Adaptive Technology for Note Taking and Organization

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Learn more about tools and software that can help you take notes and keep your assignments organized! If you have any questions about the adaptive technology on this page, email us at adaptivetech@pdx.edu.

To learn more about our most recommended tools, software, and apps on this page, you can attend our Adaptive Technology for Note Taking & Organization Workshop. We would also recommend attending the Note Taking Skills workshop to learn about note taking strategies that you might find helpful. See our Events page for information about upcoming workshops. Instead of attending our Adaptive Technology for Note Taking & Organization Workshop at one of the scheduled times, you can choose to watch a recorded version of the workshop below:

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Adaptive Technology for Note Taking & Organization

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Learn more about tools and software that can help you take notes and keep your assignments organized! If you have any questions about the adaptive technology on this page, email us at adaptivetech@pdx.edu. To learn more about our most recommended tools, software, and apps on this page, you can attend our Adaptive Technology for Note Taking & Organization Workshop.

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Teaching a student with autism to be flexible is very important, however, we as teachers should make sure to let students know that a change may be coming. Perhaps, letting students know a substitute teacher will be teaching the next day, or letting everyone know of a change in the daily schedule at the very beginning of the day will ease the anxiety or fear that a sudden change can bring.

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Using computers for writing (speech to text) as well as for using learning based programs are a great tool to have available for students with autism.

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Having clear and visual classroom expectation when including a student with autism in your classroom will help both you and your student stay consistent with how students are to behave. This also teaches social skills to all students and how to be respectful citizens in the classroom and in various settings.

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Over 5% of world's population requires rehabilitation to address hearing inability.
By 2050, 1 in very 10 people will have disabling hearing loss.

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Overview

Over 5% of the world's population - or 430 million people - require rehabilitation to address their disabling hearing loss (432 million adults and 34 million children). It is estimated that by 2050 over 700 million people - or 1 in every 10 people - will have disabling hearing loss.

'Disabling' hearing loss refers to hearing loss greater than 35 decibels (dB) in the better hearing ear. Nearly 80% of people with disabling hearing loss live in low- and middle-income countries. The prevalence of hearing loss increases with age, among those older than 60 years, over 25% are affected by disabling hearing loss.

Hearing loss and deafness

A person who is not able to hear as well as someone with normal hearing - hearing thresholds of 20 dB or better in both ears - is said to have hearing loss. Hearing loss may be mild, moderate, severe, or profound. It can affect one ear or both ears and leads to difficulty in hearing conversational speech or loud sounds.

'Hard of hearing' refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.

'Deaf' people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication.

Causes of hearing loss and deafness

Although these factors can be encountered at different periods across the life span, individuals are most susceptible to their effects during critical periods in life.

Prenatal period

genetic factors including hereditary and non-hereditary hearing loss

intrauterine infections - such as rubella and cytomegalovirus infection.

Perinatal period

birth asphyxia (a lack of oxygen at the time of birth

hyperbilirubinemia (severe jaundice in the neonatal period)

low-birth weight

other perinatal morbidities and their management.

Childhood and adolescence

chronic ear infections (chronic suppurative otitis media)

collection of fluid in the ear (chronic nonsuppurativeotitis media)

meningitis and other infections.

Adulthood and older age

chronic diseases

smoking

otosclerosis

age-related sensorineural degeneration

sudden sensorineural hearing loss.

Factors across the life span

cerumen impaction (impacted ear wax)

trauma to the ear or head

loud noise/loud sounds

ototoxic medicines

work related ototoxic chemicals

nutritional deficiencies

viral infections and other ear conditions

delayed onset or progressive genetic hearing loss.

The impact of unaddressed hearing loss

When unaddressed, hearing loss impacts many aspects of life at individual level:

communication and speech

cognition

education and employment: In developing countries, children with hearing loss and deafness often do not receive schooling. Adults with hearing loss also have a much higher unemployment rate. Among those who are employed, a higher percentage of people with hearing loss are in the lower grades of employment compared with the general workforce.

social isolation, loneliness and stigma

impact on society and economy

effects on years lived with disability (YDLs) and disability adjusted life years (DALYs).

WHO estimates that unaddressed hearing loss poses an annual global cost of US$ 980 billion. This includes health sector costs (excluding the cost of hearing devices), costs of educational support, loss of productivity, and societal costs. Of these costs, 57% are attributed to low- and middle-income countries.

Prevention

Many of the causes that lead to hearing loss can be avoided through public health strategies and clinical interventions implemented across the life course.

Prevention of hearing loss is essential throughout the life course, from prenatal and perinatal periods to older age. In children, nearly 60% of hearing loss is due to avoidable causes that can be prevented through implementation of public health measures. Likewise, most common causes of hearing loss in adults, such as exposure to loud sounds and ototoxic medicines, are preventable.

Effective strategies for reducing hearing loss at different stages of the life course include:

immunization;

good maternal and childcare practices;

genetic counselling;

identification and management of common ear conditions;

occupational hearing conservation programmes for noise and chemical exposure;

safe listening strategies for the reduction of exposure to loud sounds in recreational settings; and

rational use of medicines to prevent ototoxic hearing loss.

Identification and management

Early identification of hearing loss and ear diseases is key to effective management.

This requires systematic screening for detection of hearing loss and related ear diseases in those who are most at risk. This includes:

newborn babies and infants

pre-school and school-age children

people exposed to noise or chemicals at work

people receiving ototoxic medicines

older adults.

Hearing assessment and ear examination can be conducted in clinical and community settings. Tools such as the WHO "hearWHO" app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.

Once hearing loss is identified, it is essential that it is addressed as early as possible and in an appropriate manner, to mitigate any adverse impact.

Measures available to rehabilitate people with hearing loss include:

the use of hearing technologies, such as hearing aids, cochlear implants and middle ear implants;

the use of sign language and other means of sensory substitution,such as speech reading, use of print on palm or Tadoma, signed communication; and

rehabilitative therapy to enhance perceptive skills and develop communication and linguistic abilities.

The use of hearing assistive technology, and services such as frequency modulation and loop systems, alerting devices, telecommunication devices,captioning services and sign language interpretation, can further improve access to communication and education for people with hearing loss.

WHO response

WHO's work on ear and hearing care is to promote integrated people-centred ear and hearing care (IPC-EHHC).

WHO's work is guided by the recommendations of the WHO World report on hearing (2021) and the World Health Assembly resolution on prevention of deafness and hearing loss.

WHO's work includes:

guiding, assisting and supporting Member States to increase awareness on EHC issues;

facilitating data generation and dissemination of ear and hearing care related data and information;

providing technical resources and guidance to facilitate planning and health systems capacity building for ear and hearing care;

supporting heath workforce training in ear and hearing care;

promoting safe listening to reduce the risk of recreational noise-induced hearing loss through the WHO Make Listening Safe initiative;

observing and promoting World Hearing Day as an annual advocacy event;

building partnerships to develop strong hearing care programmes, including initiatives for affordable hearing aids, cochlear implants and services; and

advocating for ear and hearing care through the World Hearing Forum.

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Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.

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Accommodations 101: Assistive Listening Devices

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

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It sends teacher's voice from a wireless microphone directly to a receiver worn by a student with deafness. It can be connected to a hearing aid or cochlear implant, or a headset/ earbuds. This enhances their hearing and they can hear without distractions.

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It provides printed words while playing any audio/video. Schools are required to use CC if mentioned in the student's IEP.

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AACs are communication devices, systems, tools, and strategies that could be used for students who have difficulties using speech. They use pictures or symbols to represent words so it a useful way to communicate between deaf students and their teachers and peers that do not know sign language. AACs devices can be on iPads/tablets.

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Introduction to Augmentative and Alternative Communication (AAC)

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This converts spoken words to written text. Some examples of speech-to-text apps are Google Live Transcribe and AVA, which both translate spoken word into written text.

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Tips for Teachers of Students with Deafness 

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Tips for Teachers of Students with Deafness 

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Keep background noise to a minimum

Speak clearly without too much lip movement

Address the child by name so that they understand that you are trying to reach them

Repeat the question if necessary

Project your voice when far away

Give written notes to students.

Check in whenever necessary

Preferential seating- Encourage front sitting for the students with deafness so that they can hear better and also see the teacher clearly

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Assistive Technology for Deaf/Hard of Hearing Children Erin Turner

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

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Assistive Technology Solutions for Students Who are Deaf or Hard of Hearing

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

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Classroom Accommodations for Deaf or Hard of Hearing Students

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Deaf and Hard of Hearing Students in the Classroom

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Based on the type of injury and how old the child was, there is a variety of assistive technology devices that can be utilized on a day-to-day basis. Some can be used to restore function while others can help with sensory. The following could provide support:
1) AAC (Augmentative and Alternative Communication)
2) ECT (Environmental Control Technologies)
3) Walking aids and wheelchairs
4) Special softwares

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Everybody is an individual. It is quite a concept to contemplate, that on a planet of nearly seven billion people no two individuals are exactly the same. So, when the unthinkable happens and one of that seven billion sustains a brain injury it would be, I suggest, fair to say the needs of that individual will be truly unique.

Working as an Assistive Technologist for the past 26 years I have learned that supporting an individual with an acquired brain injury is in part a complex tapestry made up of input from numerous professions and disciplines and factors including (but by no means limited to) the impact of the injury, personal and family goals, personal characteristics, immediate environment, all of which influence the development of a bespoke, person centred approach that can meet the needs of the individual as they recover, rehabilitate, and adapt to their new lives.

In many instances that approach will include the provision and use of Assistive Technology. Assistive Technology as defined by the Word Health Organisation (WHO)

Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life. Assistive technology reduces the need for formal health and support services, long-term care, and the work of caregivers.

In the case of a brain injury and depending on when an individual was injured, Assistive technology can be used to restore function, to enable a child to participate in activities that they were able to before their injury, or help a child to develop function, use appropriate assistive technologies to learn how to do the things they wish and need to do as they grow up.

Assistive Technology can be used in numerous ways for numerous reasons. The assistive technology spectrum can be used to help individuals with physical sensory or cognitive impairments (in the case of a brain injury it can often be all three) enabling them to overcome the challenges they face post injury.

Common applications of Assistive Technology in the realms of brain injury can include:

Augmentative and Alternative Communication (AAC) technologies. Electronic and software based devices can give a voice to a child who has lost the capacity to speak or who wishes to learn how to speak.

Environmental Control Technologies (ECT) can help a child to interact with their immediate home environment (open windows, turn on lights operate their TV etc.) even if they do not have the physical capacity to do so.

Walking aids, manual wheelchairs, and powered wheelchairs can restore or bestow independent mobility.

Today there are myriad Assistive Technologies available designed to enable a child to independently access ICT, a computer, smartphone, or tablet device, with many of the accessibility tools built into the devices' operating systems.

Access tools including switches, specialist keyboards, mice and pointing devices including eye tracking technologies can enable even the most physically and cognitively challenged child to interact with technology at home and in the classroom.

Specialist software can help a child type more efficiently to complete class-based activities or homework, it is possible for a child to speak directly to a computer and through voice recognition technology to have their words appear on screen.

Assistive Technologies can also be used to open up the world of gaming and social media to children who are otherwise unable to participate in these activities. As we all know all work and no play...

Other software packages and apps can help a child with a severe cognitive impairment develop cause and effect and turn taking skills and to develop numeracy and literacy skills.

More recently, apps and programmes have been developed to help young people with challenges they may face with their memory or their management of emotions and moods, especially when transitioning, for example between schools, to college and possibly employment.

These are just a few examples of assistive technologies available currently and the list of products and solutions is growing by the day.

A full understanding of the range of Assistive Technologies currently available and in the pipeline is far beyond the capacity of this article (and the author, most probably).

Perhaps it would better to give an example of a practical application of Assistive Technology for a specific issue and a specific child.
Ruby (not her real name) was injured when she was struck by a car. She sustained numerous physical injuries and a traumatic brain injury. Following her recovery and a period of rehabilitation, Ruby wished to return to the family home to live with her parents and brother. In this instance I was asked to assess Ruby as her old family home did not meet her needs and she was moving into a new home. It was her and her families' desire that Ruby's home was to be as accessible as possible. Ruby is unable to stand and walk, she has little movement in her right arm and hand and her left hand and arm is stiff and difficult to move. Ruby has a mild cognitive impairment, and she finds to difficult to speak and be heard. What we decided was to source and install technologies that worked in combination with the existing Assistive Technologies already being used by Ruby. Ruby has a powered wheelchair to help her move around independently. Ruby is able to drive her powered wheelchair with her left hand, she can steer her wheelchair, adjust her seat height and backrest position using her wheelchair joystick. Ruby has access to a tablet with a rugged case in the event that it is dropped. Her tablet is equipped with apps that assist Ruby, including one which she can use to talk when people are unable to understand her. When considering how she would interact with and control her home environment We needed to ensure that Ruby's existing technology and the skills she had already put so much effort into acquiring were not lost. As is often the case one size does not fit all and in the Assistive Technology world one supplier cannot fully meet the needs of a diverse population with equally diverse needs. What we settled on was a hybrid system that allowed Ruby to use her wheelchair and tablet as controllers and using them she was able to open and close her doors to turn on her lights and to control her home entertainment equipment. In addition, we decided to investigate if Ruby's speech was potentially clear enough for her to benefit from using her voice (as smart speakers can offer cost effective and easy to use solutions) to control her environment. Ruby was provided with a Google home smart speaker and the technology was linked to her environmental control. Ruby was found to be able operate the speaker with some success, but her speech was sometimes too slow and indistinct to operate the device and it was not considered to be a reliable alternative to her existing controls. However, all is not lost as Ruby is now exploring two potential solutions to help her overcome the challenges she faces. Solution one is an app that uses artificial intelligence to translate what Ruby says and then output a voice command that a standard smart speaker can understand. The second is a newly developed smart speaker that can learn to accommodate differences in the user's speech including the volume and the rate at which words are spoken. Ruby and her family are still on their journey to enable Ruby to live as independent life as she is able to, but we can say for this particular individual it is certain that Assistive Technology will play a part in helping Ruby to achieve her goals.
Written by Paul Doyle - Assistive Technologist - click here to find out more about Paul's work.

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Assistive Technology - Child Brain Injury Trust

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Everybody is an individual. It is quite a concept to contemplate, that on a planet of nearly seven billion people no two individuals are exactly the same. So, when the unthinkable happens and one of that seven billion sustains a brain injury it would be, I suggest, fair to say the needs of that individual will be truly unique.

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Home-made aids can also be simple solutions to help with everyday tasks. Some examples include: larger text, daily checklist, a talking calendar and etc.

Some are bigger devices like the Palm Pilot which can help you organize your notes. There is also a tool that you can use when cooking that automatically turns off after a certain time. Luckily there are devices that can help people be independent.

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Traumatic brain injury (TBI) is one of the leading causes of disability among children and young adults in the United States. According to the Centers for Disease Control and Prevention, each year an estimated 1.5 million Americans sustain a TBI. While a TBI may result in cognitive, emotional, sensory, and motor impairments, this bulletin will address assistive technology solutions for cognitive disabilities which include short and long term memory loss, sleep disorders, difficulty concentrating and processing information, inability to complete more than one task at a time, or organizational difficulties.

"Home-made" aids are simple solutions for many types of cognitive problems. A large print calendar is an important tool to note daily routines, appointments, special occasions, and future events. For some individuals, reading a clock with hands may be difficult. An alternative choice may be a digital clock displayed in clear view. A Talking Clock and Talking Calendar will announce the time of day and date aloud with the push of a button, and can be accessed as many times as the individual needs the information. For those needing reminders across environments, talking watches with date and time features are also available.

A checklist may be used to help remind a person to complete certain tasks. For example, a daily checklist placed inside the door to a home may include reminders like, "take house key", "turn off iron" and "lock front door". Home-made labels can also help people remember the contents of a drawer or closet and can be made using words or pictures.

Small voice recorders on keychains or message recorders can be pre-recorded with reminder messages including appointments, telephone numbers, grocery lists, or prescription refills. Slightly more elaborate memo recorders, like the Voice Cue have clocks and alarms that can be programmed to make specific announcements, some at the same times each day of the week. When set ahead of time, a device called the Watch Minder® can remind a person to do specific tasks like "call home" or "go to work".

Handheld microcomputers, such as the Palm Pilot ®, use touch screen capability and allow an individual to easily input, save, and retrieve notes, telephone numbers, dates and daily reminders, and to-do lists. A built-in calendar displays the entire month at a glance while cursor controls allow scrolling from day-to-day or month-to month.

The Visual Assistant is a handheld microcomputer that provides task-prompting support by providing digital pictures, along with custom recorded audio messages that provide step-by-step instructions.

The Ultra Key Seeker beeps and flashes to assist in locating lost keys. A vibrating alarm clock called the Shake Awake® can be placed inside a pillowcase or under the mattress to assist with varied sleep patterns, such as insomnia and reversed sleep-wake schedules.

The Pill Alert provides an alarm feature that can be set to ring at the time or times medication needs to be taken. Some reminders automatically reset to repeat at the same countdown interval, or have lights that identify the compartment that should be opened. Medication alert devices may be pocket-sized or housed in a wristwatch.

The Boil Alert is a round, 3.5" heat-resistant glass disk that is placed at the bottom of a pot or kettle to assist those individuals who may enjoy cooking but become distracted. The device alerts the individual by rattling when liquid starts to boil inside the pot or kettle. A Stove Power Controller is equipped with an alarm that may be set for 15, 30, or 60-minute intervals before the automatic shut-off occurs. This device may be helpful to those who may forget that the electric stove is on.

The Talking Microwave II provides voice prompts, including announcements for setting or running cook times, current power level, status of the microwave and reminders to attend to the food.

For more information on both traumatic brain injury and AT devices and services, please contact Disability Rights New Jersey (DRNJ), New Jersey's protection and advocacy system for people with disabilities. DRNJ provides legal and non-legal advocacy services, technical assistance and training, information and referral, and outreach and education in support of the human, civil and legal rights of people with disabilities. Call 1-800-922-7233 or 1-800 DIAL TEC in New Jersey, or access our website at http://www.drnj.org/atac/.

This bulletin was written in collaboration by ATAC and the Protection & Advocacy for Individuals with Traumatic Brain Injury (PATBI) Programs. PATBI is funded by the U.S. Department of Health and Human Services, Health Resources and Services Administration. ATAC is funded by a grant from the U.S. Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR/ED), through the New Jersey Department of Labor, Division of Vocational Rehabilitation Services. ATAC and PATBI are administered by DRNJ, New Jersey's designated protection and advocacy system for people with disabilities.

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Assistive Technology for Individuals with Traumatic Brain Injury | BrainLine

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Traumatic brain injury (TBI) is one of the leading causes of disability among children and young adults in the United States. According to the Centers for Disease Control and Prevention, each year an estimated 1.5 million Americans sustain a TBI.

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What is TBI and how does it affect children?

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What is TBI and how does it affect children?

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TBI is an injury that affects the brain. Injuries can range from mild to severe. Most cases are mild while the more severe ones can lead to death. Some causes include: falls, getting hit during a sporting event and sometimes, car accidents. Concussions can lead to difficulties in everyday life. Some prevention tips include wearing your seatbelt and helmet.

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Sometimes when a child has a brain injury during early childhood, the effects don't appear until later in life. Often times, parents don't connect the dots between when an injury happened in the past and why the child is going through learning difficulties in school.

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

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Traumatic brain injury can happen anytime any day. The key is to identify symptoms and to know when to call for help. Mild injuries are also known as concussions. Symptoms include: physical (headaches), emotional (cry easily), thinking and remembering, and sleep (oversleeping vs. under sleeping). Treatment for TBI entails therapy, support from family and getting enough rest. It can alter one's life but there are treatments to help alleviate any challenges.

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Automatic Speech Recognition Technology that processes speech and turns it into text.  Advanced machines can differentiate between voices in conversations, lectures, meetings and proceedings to provide an understanding of who said what.

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Recognizing challenges for these students

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Recognizing challenges for these students

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More here:
https://www.gettingsmart.com/2016/08/21/10-challenges-deaf-students-face-in-the-classroom/

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Augmentative and Alternative Communication (AAC) 

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Augmentative and Alternative Communication (AAC) 

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

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Teaching tips for
- In the classroom
- Communication issues
- Using interpreters
- Assisted Listening Devices
- Teaching strategies

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Orthopedic impairment refers to a child/student who has been diminished or weakened due to damage to their body to the point that their learning experience is impacted.
This can be caused by a congenital defect, disease, fractures, burns, etc.

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The IDEA's Special Education Categories: Orthopedic Impairment

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Assistive Technology can be anything that aids a student in obtaining fair access to the general curriculum.

Examples:

Adjustable tables/desks/chairs for sitting or standing

Equipment that helps with movement: Walkers, wheelchairs, etc.

Safety Equipment: car seats, harnesses, seatbelts

Technology: computers, modified keyboards, eye gaze controls, voice recognition, and software that help with timing and repetition.

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Center on Technology and Disability (CTD)

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Intro to Assistive Technology from The Center on Technology and Disability

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For example, if the student cannot walk, a wheelchair can be utilized and the desk can be adjusted to the appropriate height for them.

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School buses can utilize harnesses and wheelchair access for these students so that they can attend school with other children comfortably.

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Computers and software such as voice recognition that allows students control through speech. Instead of using a traditional keyboard/mouse, the student uses their voice that connects it to the computer. Think google voice or Siri but better.

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1. Classroom arrangement: Make the classroom wheelchair accessible.

2. Supply arrangement: Arrange the supplies for easy access for everyone.

3. Buddy system: Assign a student to assist the impaired student.

4. Adjust requirements: Alter the task for the impaired student to fit within their physical capabilities while maintaining the core learning aspect.

5. Teacher: Educate the entire class about the student's disability and encourage open-mindedness and acceptance.

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Intellectual disabilities affect two areas of functionality normally: Intellectual functioning such as learning, problem-solving,  judgment, and adaptive functioning such as communication and being able to independently live. These both usually begin earlier in life during the developmental period.
Intellectual disabilities impact approximately 1% of the population. Males are more likely to develop these disabilities.

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Early intervention (infants and toddlers).

Special education.

Family support (for example, respite care support groups for families).

Transition services from childhood to adulthood.

Vocational programs.

Day programs for adults.

Housing and residential options.

Case management

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Examples:

Multimedia and electronic information for students with reading disabilities

Computers and software allow students to write faster and edit/re-write assignments, allowing for more independence.

Camera/Phone can allow student to copy information without having to write it down. This can sometimes be converted into text format.

Recorders can allow students to overcome short term memory difficulties by giving them the power to hit “pause” and “play” at their own speed.

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How Assistive Technology Supports Students With Disabilities

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iPhones or other phone cameras can assist students with copying notes on the board down. It also has many different applications to further assist the student.

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Quiet Work Space

Functional Activities

Repetition of Concepts Over the Day

Teacher-Student Ratio

Hands-on Learning

Safety Measures

Schedule

Give immediate feedback

Go step by step

Be concrete in instructions

Start a dialogue with parents.

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Assistive Technology to Help Students with Developmental Delays Succeed Academically

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Spread the loveDevelopmental delays can affect almost every area of a child's life. This broad issue can cover any possible milestone that a child doesn't meet according to the expected timeline, including speech or movement. While children with developmental delays can still be successful, it will require some additional help from patient teachers.

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Audio books help a great deal as most kids with this disability fall behind in literacy and reading.

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Speech is the primary area affected because of developmental delays. Text to speech can help these kids to gain control over what they want to say.

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Some students with developmental delays have difficulty in understanding and processing all of the sounds in a classroom. These systems can help by connecting the teacher and student in an audible way with radio broadcast technology.

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Developmental Disabilities - Yale Medicine Explains

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Training for caregivers of children with developmental delays and disabilities

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How to improve the life of children with developmental delays and disabilities?

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Assistive Technology for Developmental Delays, Part 1

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Assistive Technology for Developmental Delays - Part 2

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It can range from low to high tech
It supports learning and bypassing challenges the students have
It needs to be part of quality instruction to be effective
It includes things like laptops for speech to text, computer assisted instruction, word prediction, etc.

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

References

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Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

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Assistive Technology for Students with Learning Disabilities

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

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These kinds of technology can help with listening by converting speech to text
They can help with reading comprehension by converting text to speech
They can help with my math by performing calculations of big numbers or data sets
They can help with organization by using sites like padlet or trello
They can help with reading but offering on demand definitions and pictures
They can help with writing by offering grammar suggestions and spelling suggestions

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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They include difficulty reading, understanding meaning, spelling, written expression, understanding number concepts and calculations, mathematical reasoning.
Learning difficulties are not due to other conditions such as disability, vision, or hearing.
Some learning disorders include dyslexia, dysgraphia, and dyscalculia.

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What is dyslexia and how is it treated

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Overview

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called a reading disability, dyslexia is a result of individual differences in areas of the brain that process language.

Dyslexia is not due to problems with intelligence, hearing or vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.

Though there's no cure for dyslexia, early assessment and intervention result in the best outcome. Sometimes dyslexia goes undiagnosed for years and isn't recognized until adulthood, but it's never too late to seek help.

Symptoms

Signs of dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. Once your child reaches school age, your child's teacher may be the first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read.

Before school

Signs that a young child may be at risk of dyslexia include:

Late talking

Learning new words slowly

Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike

Problems remembering or naming letters, numbers and colors

Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia symptoms may become more apparent, including:

Reading well below the expected level for age

Problems processing and understanding what is heard

Difficulty finding the right word or forming answers to questions

Problems remembering the sequence of things

Difficulty seeing (and occasionally hearing) similarities and differences in letters and words

Inability to sound out the pronunciation of an unfamiliar word

Difficulty spelling

Spending an unusually long time completing tasks that involve reading or writing

Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are a lot like those in children. Some common dyslexia symptoms in teens and adults include:

Difficulty reading, including reading aloud

Slow and labor-intensive reading and writing

Problems spelling

Avoiding activities that involve reading

Mispronouncing names or words, or problems retrieving words

Spending an unusually long time completing tasks that involve reading or writing

Difficulty summarizing a story

Trouble learning a foreign language

Difficulty doing math word problems

When to see a doctor

Though most children are ready to learn reading by kindergarten or first grade, children with dyslexia often have trouble learning to read by that time. Talk with your health care provider if your child's reading level is below what's expected for your child's age or if you notice other signs of dyslexia.

When dyslexia goes undiagnosed and untreated, childhood reading difficulties continue into adulthood.

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Causes

Dyslexia results from individual differences in the parts of the brain that enable reading. It tends to run in families. Dyslexia appears to be linked to certain genes that affect how the brain processes reading and language.

Risk factors

A family history of dyslexia or other reading or learning disabilities increases the risk of having dyslexia.

Complications

Dyslexia can lead to several problems, including:

Trouble learning. Because reading is a skill basic to most other school subjects, a child with dyslexia is at a disadvantage in most classes and may have trouble keeping up with peers.

Social problems. Left untreated, dyslexia may lead to low self-esteem, behavior problems, anxiety, aggression, and withdrawal from friends, parents and teachers.

Problems as adults. The inability to read and comprehend can prevent children from reaching their potential as they grow up. This can have negative long-term educational, social and economic impacts.

Children who have dyslexia are at increased risk of having attention-deficit/hyperactivity disorder (ADHD), and vice versa. ADHD can cause difficulty keeping attention. It can also cause hyperactivity and impulsive behavior, which can make dyslexia harder to treat.

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This learning disorder involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words.

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What is dysgraphia? What to look out for? What are strategies that can help?

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national center for learning disabilities

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Dysgraphia is a learning disability that affects writing abilities. Learn the warning signs and strategies that can help. There are techniques for teaching and accommodating early writers, young students, or help yourself if you struggle with dysgraphia.

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What is dyscalculia? It is a learning disability in math.

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Dyscalculia is a math learning disability that makes it hard to make sense of and work with numbers. Read about what dyscalculia means, symptoms, and how to help.

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So emotional disturbance includes anxiety, bipolar, conduct disorder, eating disorders, OCD, and psychotic disorders.

Some strategies are giving choice-making opportunities to the learners. Letting students reflect on previous lessons. Mnemonic instruction. Etc.

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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Children are the beacon of hope for our future. Their mental health and emotional well-being are the very foundation upon which future success and happiness are built.

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These are some solid tips for making a classroom more inclusive for children with emotional disturbances.

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Students who suffer from Emotional and Behavioral Disorders, or EBD, often find it very difficult to control their behavior and focus on their work in the classroom. EBD students also commonly lack the impulse control and the emotional balance that is necessary to handle social interactions with other students effectively.

This can be challenging for you as their teacher, especially in an inclusive classroom where only a portion of the students have EBD-but there are ways to help all students in your classroom feel welcomed and ready to learn. EBD students' behavior can be moderated by implementing a classroom management plan that is specially tailored to meet the specific needs of these students.

Here are five effective strategies you can use to help EBD kids work well in an inclusive classroom.

1. Keep class rules/activities simple and clear

Your EBD students (as well as some of your more focused students) will most likely struggle if you impose a long list of complicated rules and demands. Try to keep your classroom guidelines broad and simple-no more than 3 to 5 main rules. Let students know about them on the first day of class, and post them in the classroom as well. An example list might be:

Along with simple and clear rules, there should be simple and clear teaching activities. Using activities that don't have complicated directions allow students with EBD to follow along and interact with the rest of the class. Some activity examples are:

By including clear activities in your classroom, your students will engage and interact with the lesson plan, ensuring that they learn alongside other students.

2. Reward positive behaviors

While you will, at times, have to discipline children for improper behavior, remember that rewarding positive behavior is ultimately far more effective in the long run. Many students with Emotional and Behavioral Disorder tend to take any discipline as a personal attack, and because of this, they often learn very little from it.

Try to celebrate the successes of these students more than you reprimand or punish their mistakes. When they receive positive feedback and rewards, they start to see that there is a positive benefit to good behavior. They will then start to see you as more of an ally than an adversary, and this will in turn motivate them to want to behave and do well in your classroom.

3. Allow for mini-breaks

A lot of EBD kids lack the emotional balance and maturity needed to remain focused and on-task for long periods. Instead of reprimanding these students for their lapses, build in short rest periods or mini-breaks into the school day.

Take time to periodically stop teaching and allow students to catch up if need be. Give them time to finish their assignment, and allow those who have finished to stretch, get out of their seats, and move around a bit. This will allow them to burn off any excess energy that might have built up from sitting still for a long period of time. (And it's good time for you to stretch, too!)

4. Fair treatment for all

Students with Emotional and Behavioral Disorders also often don't respond very well to situations that appear unfair to them. This can trigger a cascade of negative emotions and acting-out behavior.

To ensure that you are treating all of your students in a consistently fair manner, don't bend your established rules for any student. Enforce the expected consequences every time, with every student. Allowing exceptions opens you up to accusations of being unfair.

5. Use motivational strategies

Unfortunately, Emotional and Behavioral Disorder students tend to have had a lot of negative experiences in school. Therefore they often lack the desire or motivation to try to succeed.

To avoid disruptive or off-task behaviors, take some extra steps to motivate these students. Offer them incentives for academic successes, large and small. Celebrate their hard work, and praise their good efforts consistently. This can go a long way in giving these students the motivation to excel in your class.

While having EBD kids in your classroom can at first seem daunting, these are proven ways to help cultivate and keep a harmonious spirit of learning. More good news: many of these strategies for success can help your non-EBD students as well.

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Tips for Handling Emotional Behavior Disorder in Classrooms | Resilient Educator

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Emotional Behavior Disorder (EBD) can hinder classwork. With these tips, teachers can learn ways to help students learn at their own speed!

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This is a reason we need to get ahead of emotional disturbances. The students are at risk of suffering from behavioral issues that could be managed if there is a plan in action. If there is no plan they may fall into the cracks.

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The various details of Keyanna Tucker's story have been confirmed by a former school employee who worked closely with her. The employee - who was introduced to Connecticut Public Radio by Tucker - asked not to be identified because she's not authorized by the district to speak. But Tucker's school experience is similar to that of other children who experience trauma and end up getting kicked out of school for behavior problems.

"The students who are identified as having an emotional disturbance should have a whole package," said State Child Advocate Sarah Eagan. "They should have the benefit of full assessment, of full intervention, of individualized services and supports."

Instead, they're often suspended, which means they're excluded from the classroom for, at most, ten consecutive school days. Or they're "expelled," which means they're denied school privileges for longer than that.

Fran Rabinowitz, a former Bridgeport schools superintendent who now runs the Connecticut Association of Public School Superintendents, said when districts suspend, they "send the kids out in the streets."

"It's not an intervention," she said. "And I don't in any way want to condemn the districts, I did it myself - we suspended children because we did not have the resources or alternative programs for those children to meet those children's needs."

This gets expensive. While it's unclear how much was spent specifically on out-placing students with an emotional disturbance, data from the State Department of Education show a third of them do not attend their home school. For all students with disabilities - which includes students with emotional disturbances - districts spent nearly half a billion dollars in 2017 to send them to other schools. This doesn't include transportation costs, which is in the tens of millions.

Keyanna Tucker recalled spending her expulsion days in alternative programs where very little was taught. Other times she remembered weeks without schoolwork, waiting for her friends to get out of school so she could talk with someone.

"Wake up, eat cereal, go back to sleep, and wait until everybody got out of school," she said. "It's like y'all wanted me to die out there."
When There's A Classroom 'Crisis,' What's An Appropriate Response?
Emotionally disturbed students reflect a wide range of mental illnesses, including post-traumatic stress disorder, trauma, anxiety disorders, and depression.

Once identified as having an emotional disturbance with associated behavior problems, it's considered best practice for the child to get a behavior intervention plan, which describes common problem behaviors exhibited by the child and appropriate intervention methods.

Some districts work with a board-certified behavior analyst to develop this plan and individualize it to each student.

"A child who is classified as having an emotional disturbance is a client that we see very frequently, whose needs are not being met," Meyer said.

Meyer said students with an emotional disturbance students often present very challenging behavior, like classroom outbursts or other aggressive actions that can disrupt the class and pose dangers to other students and staff members.

"They are the most outwardly-displaying their behaviors and their disability," Meyer said. "We're not at all surprised to see that they are the most likely to be excluded."

The number of children exhibiting significant behavior problems in class has ballooned across the state, representatives of a teachers union have said. However, it's hard to pin an exact number on that, because districts don't track classroom removals. Only suspensions and expulsions are tracked.

Teachers say something has to change.

"We have a serious crisis happening in many elementary schools across the state of Connecticut," said Robyn Kaplan-Cho with the Connecticut Education Association, the state's largest teachers union, during a recent legislative testimony.

"Here's a classic scenario," she said. "Student is in crisis, has a disruptive incident, teacher attempts to de-escalate, it's not successful, the teacher has to temporarily remove the student so she can continue with the rest of the class. Ten minutes later, the student is returned to the classroom, but nothing has changed. They are exactly where they were 10 minutes ago."

"It's literally the Groundhog Day of elementary schools," she said. "It's happening over and over and over."

This pinwheel of rapid removal and return is untenable, and can lead to a loss of learning time for students and a host of issues for educators who might not be trained in mental health intervention or drafting behavior plans for special-needs students, according to teachers who testified at the bill's public hearing.

"It requires a lot of time," said Meyer with the Center for Children's Advocacy. "Data collection, structured observation, interviewing, analysis, and putting together a very individualized tailored plan for that child."

Meyer said when she works with students who have an emotional disturbance, she often sees behavior plans that are "boilerplate."

And that's if the plans are developed at all.

State regulations require educators make a "prompt referral" for special education services for any student "whose behavior ... in school is considered unsatisfactory or at a marginal level of acceptance."

But teachers and special education advocates say these referrals for services are not happening.

"Sometimes they are referred, and sometimes you're told, 'Don't put a referral in,'" said Tom Nicholas, a former social worker now with the CEA union. "It was often discouraged, and sometimes [administrators] wouldn't accept the referral. That goes on pretty commonly."

Limited Resources, Limited Options

Fran Rabinowitz, the former Bridgeport superintendent, recalled students getting suspended because schools didn't have anything better to offer them. Rabinowitz said that in well-resourced schools, psychologists are able to work with students before they have an issue. But in poorer districts, psychologists are often overwhelmed with students who are beyond the point of crisis, leaving no time to work with students whose problems aren't as severe.

So crisis students are often sent to the principal's office.

"Which is hardly an environment run by professionals for intervention," Rabinowitz said.

Ideally, she said, a school should be staffed with plenty of social workers and school psychologists, there should be a strong "social and emotional learning" component to the school culture and curriculum, and teachers should be well-trained in behavior de-escalation. But with limited resources, most schools lack all of these components.

And the money that districts do have, Rabinowitz said, is often tied-up serving students with the most significant needs.

"It doesn't leave much over for the children who are not yet identified" as having a disability, she said, "which leads to more identification, which for me, is the chicken and the egg."

But if interventions happen early and often, students can avoid developing the significant behavior problems that often lead to being identified as having an emotional disturbance, she said. Once the identification happens, resources by law have to be used for the more intense interventions, which again leaves fewer resources for kids with only minor behavior problems.
You can view how much your school district spent to out-place students with disabilities using this tool.
Being stuck between investing in prevention or intervention often puts districts in a difficult position. But Eagan, the child advocate, said more can be done.

"We talk about resources and assume that there are no resources available," Eagan said. "Districts that we think about that have high suspension rates must have no money to put into the classroom. I think that sometimes that's true but I want to challenge that."

Eagan said districts that suspend emotionally disturbed students at disproportionate rates, "are also sending some of those same students to very expensive, out-of-district, state-approved, private special education programs."

What's more, Eagan said, is a recent state auditor report, which pointed out there's no system for evaluating how well those programs are working.

In that report, auditors found that costs of programs varied wildly, and that record-keeping practices rarely complied with legal requirements. There are also seven for-profit special education providers in the state, which raised questions about the motivation behind service cost, which is paid for by state and local taxpayers.

Getting Past The Anger, And Back To The Classroom

There could be a legislative solution. Many teachers are supporting a bill that would require school districts to set up protocols for removing kids from class when they act out, and give them the proper supports. They say the current system is broken and something has to change.

But some, like the Connecticut Association of School Psychologists, or CASP, say the bill would disproportionately impact students of color, who are often targeted by teachers for behavior problems that they tolerate among white students.

"We are concerned that unintentionally this bill will discriminate against those that we strive to protect on a daily basis," said Thomas Brandt, CASP president.

Others, like John Flanders, executive director of the Connecticut Parent Advocacy Center, say the established protocol works, it's just not being used.

"There are mechanisms under current law that can protect kids," Flanders said. "The way to correct the flaws in this bill is to simply require an immediate referral" for special education services for a child with behavior problems.

Under current regulations, persistent behavior problems are already to supposed to automatically trigger this referral, but districts aren't complying, teachers testified. But some, like East Hampton teacher Cindy Mazzota, say that special education might not be the answer for some students with behavior problems. They want to see different solutions put in place before a problem escalates to more formalized interventions.

"We're talking about a group that maybe shouldn't be" referred for services, Mazzota said, adding that these are behavioral issues that shouldn't necessarily lead to a special education designation.

Kaplan-Cho from the CEA union agreed.

"It's not solely a special education issue," she said.

That's why they want an alternative solution to special education, which is addressed in the proposed legislation.

Former Bridgeport Superintendent Rabinowitz said many students can avoid being identified for costly special education services, if interventions happen early and often.

"Sometimes a child just needs someone to listen to them," she said. "To sit with them, to teach them alternative ways of dealing with the overwhelming anger that they feel."

Keyanna Tucker remembers the feelings of anger she had a child. The confusion she felt as a third grader labelled "emotionally disturbed" who was kicked out of class for weeks at a time. She remembers the isolation she felt and the long days she spent at home, away from her peers.

But she also remembers the adults in her life who did seem to genuinely care.

Even though she's had run-ins with police, Tucker did graduate high school at 18. And now, after a childhood spent outside the classroom, she wants to dedicate her life to getting back in it, using her experiences to connect with students as a motivational speaker.

For now, she's working, and thinking about getting a college degree.

"My heart is with helping the youth," she said. "No matter where I'm at, I'm not happy. But when I'm in a school, when I'm working with those kids and I'm talking with them and learning them, I'm the best me. The kids bring out the best me."
Connecticut Public Radio obtained data for this story as the result of a Freedom of Information Act request. It is making the data and computer code used for this project available for re-use and your own analysis.

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Patrick Skahill, David Desroches | Connecticut Public Radio

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Jacqueline Rabe Thomas & Jim Haddadin | Connecticut Public Radio

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Walter Smith-Randolph | Connecticut Public Radio

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Jim Haddadin, Jacqueline Rabe Thomas, Walter Smith-Randolph | Connecticut Public Radio

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Students With "Emotional Disturbances" Face High Rate of Suspensions

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The various details of Keyanna Tucker's story have been confirmed by a former school employee who worked closely with her. The employee - who was introduced to Connecticut Public Radio by Tucker - asked not to be identified because she's not authorized by the district to speak.

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This is a great list of emotional disturbances. Difficulties it causes in class and with socialization.

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad. They may develop physical symptoms or fears that affect home and school. ED includes schizophrenia. When children have an emotional disturbance, these behaviors continue over long periods of time and cannot be explained by other factors, signaling that they are not coping with their environment or peers. Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development.

Emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services if it adversely affects their education.

Learning Difficulties

Academically performing below grade level.

May function two or more years below grade level in reading, math, writing, and spelling.

Emotional disabilities may be related to learning difficulties. For example, if student has severe anxiety, they may be unable to attend, listen, and learn while in school.

May lack social skills that are necessary for school success.

May display language problems in both expressing ideas and in understanding what others are communicating.

May not have strategies to be successful in school, such as memorization skills and attention, which may lead to academic difficulties.

May struggle with organization and time-management.

Are at risk for dropping out of school, affecting their future.

May have average, or even above-average academic achievement.

May display inability to sustain attention.

Socialization and Behavior

Difficulty interacting socially with others due to excessive fear or anxiety

May withdraw from others and appear isolated

May exhibit symptoms of depression

May avoid interactions with peers or adults

May not interact appropriately with peers, teachers, siblings, and parents

May have few or no friends

May affiliate with deviant social groups

May blame behavioral or social problems on teachers or other students

May be aggressive with peers and adults and cause injury when playing or interacting with others

May display covert aggression (e.g. lying, cheating, vandalizing)

May display relational aggression (i.e. manipulating, gossiping, excluding someone)

May display limited perspective-taking skills

May act out in class, and may not appear to respond to discipline from teachers

May seem not to care about class and school rules

May be at higher risk for substance abuse

May show signs of impulsivity (hyperactivity, defiance, opposition, risky behaviors)

Demonstrates immaturity (inappropriate crying, temper tantrums, poor coping skills)

Affective Characteristics

May have serious affective disorders, including depression, anxiety disorders, bipolar disorder, conduct disorder, eating disorder, obsessive-compulsive disorder, and psychotic disorder. Medication may be prescribed for the affective disorder.

Depression: Characterized by a depressed mood most of the day, nearly every day, and markedly diminished interest or pleasure in nearly all activities most of the day. Other persistent characteristics might include feelings of guilt or worthlessness, insomnia, and diminished ability to concentrate.

Anxiety Disorders: Anxiety that can be excessive and overwhelming, resulting in a fear of everyday situations, such as school.

Bipolar Disorder: Bipolar disorder (also known as manic disorder) is a condition that causes dramatic mood swings that go back and forth, from very "high" and/or irritable to sad and depressed. There may be periods of normal mood in between.

Conduct Disorder: Refers a group of behavioral and emotional problems, such as physical aggression, property destruction, lying, stealing, truancy (skipping school), and other serious rule violations.

Eating Disorders: Characterized by extremes in eating behavior or extreme feelings of concern about body weight or shape. Anorexia nervosa is characterized by starvation and dramatic weight loss. Bulimia nervosa is characterized by binge eating, followed by vomiting or purging. Binge eating is characterized by eating excessive amounts of food, with feelings about inability to control how much or what is eaten.

Obsessive-Compulsive Disorder (OCD): Characterized by unwanted and recurrent thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (e.g. handwashing, counting, checking, cleaning, etc.) are often done with the hope of stopping thoughts or getting rid of them.

Psychotic Disorders: Characterized by abnormal perceptions and thoughts, such as delusions and hallucinations. Delusions refer to false beliefs, such as thinking that you are being plotted against. Hallucinations refer to hearing, seeing, or feeling something that is not there. Schizophrenia is a type of psychotic disorder.

Suicidality: Refers to the thoughts and behaviors related to intent to end one's own life.

Strategies for Emotional Disturbance

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad.

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Some examples are: Small group work, lunch time with friends, seating the students next to positive role models, providing additional space between desk, and partnering to encourage good social skills

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If you're a special education teacher working with students who have emotional and behavioral disorders, you know that accommodations are key to helping them succeed. But what accommodations are best for these students? In this blog post, you will learn about accommodations for students with emotional and behavioral disorders (EBD) that have proven to be effective for students.

Remember, it is extremely important to collect data on what accommodations are suitable for each student. It is oftentimes trial and error to determine what are the most effective strategies for each student. This is not an exhaustive list but rather ideas and suggestions for the first phase of the process in deciding how to help students succeed.

ENCOURAGE POSITIVE BEHAVIORS

One of the most important accommodations for students with EBD is to provide them with a positive and structured environment. This means discouraging negative behavior while rewarding appropriate behavior. Some ways to do this include setting clear rules and expectations, providing positive reinforcement when students display good behavior, and using a token economy system to reward positive behaviors.

ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS-PARTICIPATING IN CLASS

Another important accommodation for students with EBD is to encourage them to participate in class. This means giving them opportunities to answer questions, offer their opinions, work with their peers, and complete assignments.

Examples of accommodations and modifications are:

providing clear instructions

breaking down tasks into smaller steps

offer choices when able

give students extra time to complete assignments.

Making class participation an effective part of normal circumstances, will shift students' focus off their disability, and increase their tendency to strive for better grades.

PROVIDE PROPER ASSIGNMENTS

It's important to give students with EBD assignments that are within their abilities and that match their educational level. Additionally, the types of accommodations in their IEP and individualized education program can be provided to help these students succeed.

Some examples of accommodations that have been found to be effective for students with EBD include:

- Testing accommodations such as extended time on tests, and small group testing environment

-Use of a calculator on math tests and homework

-Extended time on assignments that are in the general education curriculum

- Movement breaks as needed: use a pass system for breaks

- Offer choices: for example, students can demonstrate comprehension of a subject by handing in a traditional paper, video, or poster, etc.

- Preferential seating arrangements

- Frequent check-ins with the teacher

- Alternative seating such as wiggle cushions or exercise ball seating

ENSURE ACCOUNTABILITY - ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

It's important for students with EBD to be held accountable for their behavior and actions. This means making sure they understand the consequences of their choices. Some ways to do this include:

- Having clear rules and expectations in place

- Providing immediate feedback to the student

-Use non-verbal cues or a code word to communicate inappropriate behavior

- Encouraging the student to take ownership of their actions

- Imposing consequences for severe inappropriate types of behavior

ENCOURAGE STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS TO PARTICIPATE IN SOCIAL ACTIVITIES

Many students with EBD struggle with social interactions. It can be helpful to encourage them to participate in social activities, such as lunchtime groups, class discussions, or extracurricular activities. This can help them to develop their social skills and make friends. With satisfactory interpersonal relationships in hand, students can hope to avoid a general pervasive mood of unhappiness.

Accommodations or modifications for social skills could possibly include:

small group work

lunch time with small number of peers

Seat the student close to a positive role model

provide additional personal space between desks

partnering with a peer to encourage social skills.

WORK WITH COLLEAGUES, COUNSELORS, OR PSYCHOLOGISTS

If you are having difficulty managing a student with EBD, don't hesitate to ask for help from your colleagues or school administration. There are many resources available to help educators support students with EBD. If a student's emotional or behavioral problems are causing intense difficulty in the classroom, it may be necessary to seek help from a counselor or school psychologist.

Counselors or psychologists can provide interventions, therapy, and guidance to help the student deal with their emotions and behavior. They might also be able to give students the peace of mind they need to focus on their academic subjects.

ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS-CALM ENVIRONMENT AND SCHOOL ROUTINES

There are a few things that can be done in the classroom to help accommodate students with emotional and behavioral disorders. One of the most important is to create a calm and organized environment cutting down on emotional disturbances. This can be done by:

- Putting up calming decorations, such as pictures of nature or peaceful scenes

-Providing a calm classroom environment - Keep the classroom quiet during higher-level learning.

-Offering a calming corner in the classroom or hallway

- Keeping noise levels down

- Having a predictable schedule

-Noise cancelling headphones

-Dim lighting

- Having clear rules and expectations

- Providing structure and routine

-Use visual supports to reinforce the predictability of the routine

ACCOMMODATIONS FOR STUDENTS WITH ANXIETY DISORDERS

Students with anxiety disorders can often find it difficult to focus in the classroom. Accommodations that may be helpful for students with this diagnosis include:

- Allowing them to take breaks as needed

- Giving them more time to complete tasks

-Weight daily work higher than tests of test anxiety is present

- Helping them prepare for tests and assignments

- Encouraging them to participate in social activities

- Putting them in a designated seat away from distractions

-Provide organizers for lockers/desk to help with predictability

- Using calming decorations, such as pictures of nature or peaceful scenes.

Read more about writing and students with anxiety here.

ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS-AUTISM SPECTRUM

Students with autism spectrum disorders often have difficulty with communication and social interaction. This is by no means an extensive list but help to provide basic suggestions. Accommodations that may be helpful for these students include:

- Preferential seating

- Allowing them to take breaks as needed

- Encouraging them to be social with their peers

-Helping them learn and identify their sensory needs

- Using visual supports to aid with communication, directions, and routine.

Read more on accommodations and students with autism.

ACCOMMODATIONS FOR STUDENTS WITH DEPRESSION

Students with depression often have low energy levels and difficulty concentrating. It can have a profound effect on a person's thoughts, emotions, and behavior. Accommodations that may be helpful for these students include:

- Allowing them to take downtime when necessary

- Encouraging them to talk and interact with peers

- Helping them with schoolwork and studying for tests

- Giving them longer periods of time to complete tasks

- Breaking assignments down into simpler steps

-Recognizing when health factors or physical symptoms may be causing an inability to focus.

- Self-monitoring checklists to stay on task

ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS- BIPOLAR DISORDER

Students with bipolar disorder can experience extreme mood swings, from mania to depression that can cause many school problems and conduct disorders. Students may feel intensely happy, and then quickly feel very depressed. Accommodations that may be helpful for these students include:

- Preferential seating

-Reduced workload during difficult times

- Allowing them to take a pause if the classroom environment is too much

-Encouraging positive behavior and social activities with peers

- Breaking tasks down into small, manageable steps

-Organizational supports

- Monitoring the variables in their moods and adjusting their accommodations as needed.

Accommodations can be an important tool in helping students with emotional and behavioral disorders succeed in the classroom. By understanding the condition and implementing appropriate accommodations, it is possible to create a learning environment that meets the student's needs.

LEARNING TO KNOW WHICH ACCOMMODATIONS TO CHOOSE

Learn more about the difference between accommodations and modifications here.
5 Different Ways to Use Accommodations in the Classroom 504 Accommodations for ADHD
Most importantly, teach your students how to learn about their strengths, challenges and accommodations to empower them to live a more independent life at school, home and the workplace. You can follow this 10 step process starting today with the Self-Advocacy for Students Workbook.

It is critical to determine what accommodations work for each student using data collection and feedback. Research indicates that this is often highly imprecise. The information can be presented differently, responses can change, the environment can be altered, time constraints can be eliminated and specialized tools/technology can help! Take the time to determine what is the best options for each individual student.

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Accommodations for Students with Emotional and Behavioral Disorders

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Learn about accommodations for students with emotional and behavioral disorders (EBD) that have proven to be effective for students.

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Reminder devices to stay on track, voice recognition software to help with writing, talking lightly in case of noise sensitivity causing anxiety, text to speech software if someone is too shy to speak in front of class...

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Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically

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

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Video magnifiers come in many varieties.  Some magnify text through a camera on the back while some display a compact version of a desktop monitor.

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AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone’s speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can’t talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a “voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

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Speech and Language Impairment intervention strategies

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Speech and Language Impairment intervention strategies

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Great summary of tips in terms of
Speech, Language, Academic & Behavior, Physical

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

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

Redirect the student frequently and provide step by step directions - repeating when necessary.

Allow students to tape lectures.

Allow more time for the student to complete activities.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Most children are highly motivated by playing games, and those with an articulation disorder are no different. One of the best ways to use assistive technology to help with these conditions is to use speech apps. Speech Wizard, one of the most popular options, helps students to practice their sounds, sentences, and phrases. Teachers will love this app because it has a data tracking option that provides them with real research and information on how their student is doing. Be sure to look for speech apps that are designed by licensed speech-language pathologists.

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‎Articulation with The Speech Wizard app is an innovative speech therapy tool to help children develop their articulation skills. This app includes: sound discrimination activities, flashcards, consonant blends, word, phrase, & sentence levels, data tracking, and a record button. It has been crea…

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When students are meant to give a presentation to their class, it can be hard and be embarrassing for a child with an articulation disorder. Teachers can utilize the right technology to make this a possibility without forcing a student into an uncomfortable position. Similar to an AAC, the child could use a text-to-speech app or software on the computer. This allows them to type out what they want to say and allows the computer to read it to the class instead. Now, your students with an articulation disorder can still present their amazing findings to the class but without the shame and embarrassment.

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BY Tzvi Schectman

"Text-to-speech" is a technology that allows an individual to type out a message and have it spoken by a device, and/or have spoken messages translated into text messages. The following apps allow text to speech functions to go right on a smartphone or tablet, helping those with difficulty hearing or speaking to communicate easily without expensive specialized equipment. Have you used an app that's not on this list? Tell us about it in the comments.

Predictable

Website: https://therapy-box.co.uk/assistive-technology/apps/pa-english

Manufacturer's description: "Multi-award winning app for people with speech disabilities who need a sleek, simple and smart way to communicate! Predictable speaks out the messages you type using your favourite from a selection of keyboard layouts (including 10 key keyboard, Apple's own iOS keyboard, or any keyboard extension from the app store also works). Intelligent word prediction, which learns an individual's pattern of use, makes communication even faster. Use Nuance voices, record your own voice saying familiar phrases or use your voice banked ModelTalker voice. Save phrases in the phrase bank for quick access; add items to Favourites and set up the features for a more personalised experience. Switch accessible; people with significant physical disabilities can still work the app using one or two switches. Now in it's 5th major iteration, with all new features and appearance."

Cost: $159.99 | $158.44

RogerVoice
Website: https://rogervoice.com/en/
Manufacturer's description: "RogerVoice provides a means for the deaf and hard-of-hearing to carry out phone conversations. ... Automated Real-Time Captioning (or subtitling) allows you to read a written transcript of your correspondent's spoken words, using voice-recognition technology. Your correspondent's words are instantly displayed as text messages on your screen. Transcription is secure and provided in multiple languages. Automated Voice Synthesis allows you to write your message to your correspondent, who will receive a voiced response. ... RogerVoice is suited for deaf and hard-of-hearing persons, persons with hearing loss, as well as persons with difficulty speaking, with aphasia, paralysis, or severe stuttering. RogerVoice may also be used by any person wishing to have a live transcription of a phone call for personal use."

Cost: App is free, but you pay for call time

Talk for Me

Website: http://www.mobiletouchtech.com/talk-for-me/

Manufacturer's description: "Not being able to speak on your own is difficult. Talk For Me - Text to Speech, designed and engineered by a person unable to speak, seeks to make your life easier. Type any text in the main text area or tap one of the six main custom buttons and your iOS device will talk for you. Want to set up more custom phrases? Swipe up and up again for more pages with custom editable buttons. Need even more? Save phrases in an archive database. This is great for saving partial sentences. A quick swipe left, select a sentence from your archive, and it will appear in the main window ready for you to complete. Once you set up with frequent custom phrases, this app will allow you to communicate with ease. No active internet connection needed. Large buttons for easy use."

Cost: Free
Website: https://touch-voice.com/marketing/
Touch Voice

Manufacturer's description: "Touch Voice Gold provides outstanding Augmentative and Alternative Communication (AAC) features for the speech impaired. The Touch Voice Gold app gives people who are unable to speak a voice. By touching buttons on the screen the app speaks for you with a customizable human sounding computerized voice. By speaking for them, Touch Voice Gold allows them to communicate with family, friends, doctors, nurses and care givers. Users of Touch Voice Gold can now speak their needs and feelings, reducing stress levels, which can possibly lead to better communications and facilitate care and recovery. Designed for communication in a hospital setting, convalescent facility, home care or in just any common communication scenario or situation. The app transforms the iPad into an Augmentative and Alternative Communication (AAC) device for those who are unable to produce understandable natural speech on their own. The user interface is optimized for use by those who have mobility and dexterity challenges specifically affecting their ability of targeting and touching communication buttons with their fingers."
Website: http://www.voicedream.com/reader/
Cost: $26.99 | $21.99

Voice Dream Reader

Manufacturer's description: "We are passionate about making a difference in people's lives, whether for a professional or student who wants to be more productive, or someone with learning differences who comprehends better listening than reading visually. ... Voice Dream Reader ... reads articles, documents and books out loud. With advanced text-to-speech and a highly configurable visual layout, it can be tailored to suit every reading style and level. Supported documents: PDF, Plain text, MS Word, MS PowerPoint, RTF, and Google Docs; Web articles; DRM-free EPUB eBooks; Bookshare Books; DAISY text-based books and audiobook; Audiobooks in MP3, MP4 or zipped MP3 format; Experimental rich text and image support for all documents. ... Spoken word is highlighted to improve comprehension and retention. ... High contrast and large font size for low vision readers. Optimized for VoiceOver, Braille and switch control."

Cost: $14.99 | $9.99

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Text-to-Speech Apps Make Communication Easier

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BY Tzvi Schectman "Text-to-speech" is a technology that allows an individual to type out a message and have it spoken by a device, and/or have spoken messages translated into text messages. The following apps allow text to speech functions to go right on a smartphone or tablet, helping those with difficulty hearing or speaking to communicate easily without expensive specialized equipment.

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Magnifiers for near viewing can increase the size of images or text. different varieties include handheld, stand mounted, illuminated, globe and dome magnifiers.

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High tech Braille devices can help visually impaired or blind students produce and access Braille. Electronic Braille note taking devices, for example, can be used for note taking in class using either Braille of QWERTY keyboard.

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Other Health Impairment: Students wit Disabilities

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Students with OHI, may struggle with organizing school activities and assignments. Setting up a planner system with the student may help to keep them up to date on homework assignments, etc.

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Having technology such as a computer for speech-to-text in place of handwriting, text-to-speech technology, FM systems to transmit the teacher's voice, calculators, and handouts with writing prompts or multiplication tables can help those with OHI to be more successful in the classroom.

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

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

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

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

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

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

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

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

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

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

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

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

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

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

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

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

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Sip and Puff Systems allow students to communicate.

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Assistive Technology in Action - Meet Jared