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Non-verbal children are different from children with non-verbal learning disorder.

Children with non-verbal learning disorder have a hard time processing visual-spacial information. They have difficulty with patterns and have a hard time understanding the big picture. Because of their lack of visual-spacial awareness, they may be clumsy. They miss social patterns and might not know what is acceptable in social situations, and also have difficulty reading body language. They may struggle in mathematics as they have a hard time understanding the patterns. They also have a hard time organizing and breaking things into steps.

In contrast, children that are non-verbal have limited ability to use language. They may have a physical abnormality or developmental problem, such as autism. Assistive technology for non-verbal children include a picture exchange communication system, where objects and actions are turned into photos and the student communicates with photos rather than words. Another is voice output through pictures. Students can also use type to talk devices.

References:

What is Non-Verbal Learning Disorder | NVLD Symptoms | Child Mind Institute
https://childmind.org/article/what-is-non-verbal-learning-disorder/

Assistive Technology for Non-Verbal Special Ed Children - BrightHub Education
https://www.brighthubeducation.com/special-ed-speech-disorders/76036-assistive-technology-for-non-verbal-special-ed-children/#:~:text=One%20type%20of%20assistive%20technology%20that%20best%20suits,life%2C%20such%20assistive%20technology%20options%20are%20key%20considerations.

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-Xiaowei Yang

Below are some free e-source included some printable
1, https://vwb.thinkific.com/courses/visible-wellbeing-fepd
2, https://www.responsiveclassroom.org/
3, https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

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Visible Wellbeing Free e-Program Downloads

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Accommodations for Deaf Students in hearing-majority classrooms. These can be applied to a classroom both with and without an interpreter

1. Physical environment:

Ensure the student has a clear line of sight to the teacher at all times

Ensure the room is well lit at all times

Organise desks so that students can see each other when speaking, for example in a horseshoe layout

2. Teacher actions:

Working with deaf education specialists, either in the classroom or through collaboration, to ensure a quality education for deaf students

The teacher must speak slowly and clearly to ensure that the students have time to digest what they are saying, to read the mouth and see the facial expressions of the teacher

Give one instruction orally at a time; when the students are writing they cannot take in the information the teacher is giving

Ensure all instructions are written down so they can be referred to at any time- this can be on the board, on paper, or on a device

Instruction should be differentiated to allow a mixture of text and visuals

The teacher can incorporate basic sign language into their classroom by signing common phrases and teaching them to the other students

Ensure that students only speak one at a time, and do not speak on top of one another during lessons

3. Assistive Technology:

Digital transcribers can transcribe everything that is spoken, to allow deaf students to read the verbal communications from the teacher

Ensure all videos are close-captioned

Recording lessons can allow deaf students to watch lessons back at their own pace and rewind certain parts and use closed captioning to better process the information

Sound transmitter systems; the teacher wears a microphone and the sound is transmitted directly into a hearing aid or cochlear implant, or is transmitted through loudspeakers in strategic locations in the classroom

All assistive technology must be tested everyday to ensure an accessible classroom

References:
- https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/assistive-technology/assistive-technologies.html
- https://www.youtube.com/watch?v=NSHRQRsvFYs

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

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Students whom are deaf-blind also use technologies in the classroom. For example: The Braille display which allows deaf-blind students to translate digital text into braille dots that can be read with the fingers.

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APH — American Printing House for the Blind

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Introducing Chameleon 20: A 20-Cell Refreshable Braille Display

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Xiaowei Yang-

A movie about genuine friendship between an 8-years-old and a 44-years-old. And get to explore the world around autistic person through an artistic way.

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Videos1

In the mid-1970's, a homely, friendless Australian girl of 8 picks a name out of a Manhattan phone book and writes to him; she includes a chocolate bar. She's Mary Dinkle, the only child of an alcoholic mother and a distracted father. He's Max Horowitz, an overweight man with Asperger's, living alone in New York. He writes back, with chocolate. Thus begins a 20-year correspondence, interrupted by a stay in an asylum and a few misunderstandings. Mary falls in love with a neighbor, saves money to have a birthmark removed and deals with loss. Max has a friendship with a neighbor, tries to control his weight, and finally gets the dream job. Will the two ever meet face to face? -<jhailey@hotmail.com>

What is the Hindi language plot outline for Mary and Max. (2009)?

Answer

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Mary and Max: Directed by Adam Elliot. With Christopher Massey, Oliver Marks, Daisy Kocher, Daniel Marks. A tale of friendship between two unlikely pen pals: Mary, a lonely, eight-year-old girl living in the suburbs of Melbourne, and Max, a forty-four-year old, severely obese man living in New York.

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This video introduces 30 general ways of helping emotional disturbance students. 

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1. Assisted technology
When students have emotional disturbance, they may show it in different ways of behaviours. Reasons for students who are struggling with emotions are various and need to be identified first so that we can design intervention plans. First we can use ABC method to identify the reasons of their behaviours. Specifically, ABC are antecedent, behaviours and consequence.

When the function of behaviour is escape, it means students are trying to avoid doing the task. In that case we don't want them to avoid doing any tasks. So if the task is about reading, we can use Text-to-Speech technology to assist them throughout the reading task. For example, in Microsoft system there is Free Reader. It helps students read aloud the texts or any highlighted texts. If the task is about writing, there are three different softwares we can use to assist students, talking word processors, graphic organisers (such as DraftBuilder) and speech recognition. The former one assists students with checking spellings, providing students with list of words with being read to them so that they can select the one they want. The middle program aims to help students with organising their ideas before starting to write, to reduce their anxiety. The latter one involves speech-to-text function. For example, I have a student who struggles with spelling words a lot. The student can speak better than read and write. When he writes, he uses speech-to-text extension on google, it helps him finish the writing task on time and reduce his reluctance to do the task. If the task is about math, we can allow them using calculators to save their hesitation time. Also, there are some simple logic math games online that may interest students.

If students who have executive function issue on impulse control and emotional control may have emotional disturbance. Using devices to play some gentle musics or videos to teach them how to manage their emotions and physical reactions well. For example, size of problems is a teaching program provided online to help students with emotional control.

2. Accommodation list
👉Provide students text-to-speech if he struggles with reading.
👉Provide students speech-to-text if he struggles with writing.
👉Provide students calculator if he struggles with math, and allow him to play one simple logic online game to warm up in math.
👉Play gentle musics when they are emotionally frustrated.
👉Provide him a watch stop during tasks.

Ps. In the video, among the 30 ways, particularly in FBA and PIBS and personalised learning, teachers can always embed assisted technology and accommodations listed above in their teaching process.

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Traumatic Brain Injury - Petrus Jacobus Roux

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Traumatic Brain Injury - Petrus Jacobus Roux

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Traumatic Brain Injuries (TBI) can have a various effects on each individual. Some TBI's can result in emotional struggles, cognitive disabilities and sensory deficiencies.
The academic abilities that tend to get effected by TBI's include the ability to memorize information as well as speaking, reading and writing abilities. Because of these important areas being effected, TBI's are commonly associated with lower academic scores. Besides academics, TBI's can also hinder and derail emotional stability in people bringing anxiety, lack of motivation and poor judgement.

Classroom accommodations for students whose learning has been affected by TBI's include:

Giving more time for classroom activities.

Make sure that your instructions are clear. Consider preparing written instructions to go with your oral instructions.

Teachers can make audio recordings of their lessons for students to listen to later.

As far as assistive technology goes, we mostly see this in a form of a day planner, calendar marking events and scheduling reminders. Certain speech-to-text programs are helpful.

References:
Information retrieved from:

https://www.brainline.org/article/accommodations-guide-students-brain-injury

Information retrieved from:
https://msktc.org/tbi/factsheets/emotional-problems-after-traumatic-brain-injury#:~:text=Temper%20outbursts%20after%20TBI%20are,Feeling%20isolated%2C%20depressed%20or%20misunderstood.

Video Retrieved from:
https://www.thechildrenstrust.org.uk/brain-injury-information/info-and-advice/living-with-abi/cognitive-and-emotional-effects

Youtube: https://youtu.be/HQvW8g_Dme4

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Invisible injuries can be hard for others to understand

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Hey you guys!
I think in order to put your name on top of your post you might have to delete the original one first and then create the new one.

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Xiaowei Yang-

Because there's such a wide spectrum of autism, early intervention can really make a huge difference.

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While it is not an official medical diagnosis, "high-functioning autism" is often used to refer to people with autism spectrum disorder (ASD) who can speak, read, write, and manage their day-to-day lives without much assistance

Autism is a neurodevelopmental disorder traditionally characterized by trouble with communication and social interactions. Symptoms can range from mild to severe. Because there is such a wide range, what used to be defined as "autism" is now referred to as autism spectrum disorder. People with high-functioning autism refers to those on the mild end of the spectrum.

What Are the Levels Of Autism?

A catalog of identified conditions and disorders is maintained by the American Psychiatric Association (APA). The Diagnostic and Statistical Manual of Mental Disorders is used by doctors to compare symptoms and make diagnoses. In the newest version (DSM-5, 2013) all autism-related conditions were combined under one term-ASD.

Currently, there are three recognized levels of ASD:
Level One
This is the mildest level of ASD. People who operate on this level of ASD generally have very mild symptoms that don't interfere much with their work, school, or relationships. When people are referring to high-functioning autism or Asperger's syndrome, they are usually referring to people with level one autism.
Level Two
People with level two autism usually require more support. Often they'll require speech therapy, social skills training, and other counseling and therapeutic treatments to function to the best of their ability.
Level Three
Level three is the most severe form of ASD. People at this level need a lot of support. Support at this level may include full-time aides or intensive therapies. Often people with this level of autism cannot function on their own.

There is not one specific test to determine a person's level of ASD. Instead, a psychologist or other doctor should spend a lot of time interacting with the person and observing their behaviors. This allows the medical professional to get a better idea of the person's verbal and emotional development, social and emotional capabilities, and their nonverbal communication skills. They may also try to gauge how well the person is able to maintain or create relationships within their family or with their peers.

While ASD can be diagnosed as early as eighteen months, many people are not diagnosed until much later, which can make treatment more difficult. If you think your child may have ASD, consider making an appointment with a specialist as soon as possible. There are many options when it comes to treatment for intellectual and developmental disabilities in Little Rock.

Ten Symptoms of High-Functioning Autism

As diagnosis rates for ASD continue to rise, people are becoming more familiar with the symptoms of people on the autism spectrum. Because of this awareness, people with autism are getting the help they need to live full, productive lives rather than being labeled as "eccentric" or "socially awkward."

As more parents and professionals learn to recognize the most common symptoms of high-functioning autism, more interventions will be made available to those with level one autism. If you notice several of these traits in your child, you may need to seek treatment for intellectual and developmental disabilities in Little Rock.
Emotional Sensitivity
Sensitivity to emotions is a common, but often overlooked, issue for people with high-functioning autism. While they can function in their day-to-day life, they struggle to control their emotions the way that neurotypical people are able to.

Many people with high-functioning autism have unusually intense emotional reactions when compared to their peers. For example, a frustrating experience like spilling coffee on their shirt or taking the wrong turn on the way to work can cause irritability and difficulty concentrating for the rest of their day.
Fixation on Particular Ideas or Subjects
Discussing the same topics over and over, playing the same song on a loop, and reading obsessively about a specific topic are all ways that autistic fixations can manifest themselves.

There's nothing wrong with having a passion or a hobby, but these interests can become negative if they take over the individual's life or interfere with their relationships.

On the other hand, these obsessive tendencies can lead to great things. Dan Aykroyd's intense affinity with ghosts and the paranormal led to the creation of the hit movie Ghostbusters! And many famous mathematicians, artists, musicians, biologists, and writers with high-functioning autism have used their abilities to hyperfocus to create very successful careers.

Anthony Hopkins, Leonardo da Vinci, Tim Burton, Thomas Edison, Temple Grandin, Beethoven, Greta Thunberg, Albert Einstein, Sir Isaac Newton, Clay Marzo, Mark Twain-all of these people and many, many more were diagnosed or are believed to have had ASD. Many of them are believed to have or were diagnosed with high-functioning autism, or Asperger's as it used to be known.
Linguistic Oddities
While children on the low-functioning level of autism usually struggle with holding conversations and building vocabulary, their counterparts on the high-functioning end of the ASD spectrum often speak much earlier and display an impressive grasp of vocabulary.

However, they often find conversations with their peers boring or hard to follow. They can come off as eccentric-their diverse vocabularies, interruptions, and focus on specific topics makes for a different kind of conversation than people are used to.
Social Difficulties
In people with high-functioning autism, interaction with their peers usually doesn't come easily. In children and teenagers with high-functioning autism, this can present as a limited social circle, difficulty completing group work, or problems sharing toys and materials.
Difficulty Processing Physical Sensations
Many people with ASD have sensory difficulties. Certain tastes, noises, smells, or feelings can be intolerable. Large crowds and loud noises, unwanted touches, and uncomfortable clothing can lead to anxiety and emotional distress. But while these issues can be disruptive and stressful, many children with high-functioning autism can learn to regulate their behavior and responses through work with professionals.
Devotion to Routine
People with high-functioning autism typically love routines. They may carry routines through childhood to adulthood-such as reading for 15 minutes before bedtime or brushing their teeth for exactly three minutes-or they may develop their own routines. Any kind of deviation from routine, even if it's for a good reason, can leave them feeling frustrated and anxious. They may devote a large amount of time to their routines, even to the detriment of sleep, exercise, self-care, work, or homework.
Development of Restrictive or Repetitive Habits
Repetitive habits are formed by people with high-functioning autism and become part of their routines. These habits may interfere with their day-to-day lives or what other people need them to do. Some repetitive habits are related to movement-like turning the lights on and off several times before they can leave the house. Others are restrictive habits-like a refusal to wear anything but flip flops. This could become a detriment to their health if they live somewhere with cold winter weather.
Focus On Self
Part of the reason people with high-functioning autism have trouble developing deep social relationships is an inordinate amount of focus on themselves. They may spend an excessive amount of time talking about themselves, interrupting others when they speak, and changing the subject back to themselves. This makes conversation difficult for most people.

This focus can also result in a person with high-functioning autism seeming to partake in "selfish" activities, like pouring a drink without asking if anyone else would like one, making a snack and not sharing, or taking more than their fair share. But keep in mind that this isn't premeditated selfishness-they genuinely have trouble perceiving the feelings of others and considering thoughts and feelings outside of their own.
Dislike of Change
Dislike of change is a hallmark of high-functioning autism. They may eat the same thing for lunch every day-in the same place, on the same plate, and in the same order. Any disruption or change can cause frustration, anxiety, and even anger in the individual. They may not deal well with friends moving, family passing away, or logos on their favorite brands being redesigned.
Unusual Movement Patterns
People with high-functioning autism sometimes exhibit unusual movement patterns like toe walking. Toe walking is when a person walks on their toes or on the balls of their feet without putting weight on other parts of the foot. This can result in foot pain, hammertoe, and bunions as well as causing shoes and socks to wear out more quickly in the front foot area. This is much more common in young children and people with musculoskeletal issues and can be trained out at a young age.

Not all people with these symptoms have high-functioning autism, but if you notice several of these symptoms together, you should talk to your doctor, psychologist, or another ASD professional.

If you're looking for autistic child support services in Little Rock, contact Integrity Inc. at 501-406-0442. We specialize in treatment for intellectual and developmental disabilities in Little Rock, including ASD in children and adults.

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Signs and Symptoms of High Functioning Autism

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Autism is a neurodevelopmental disorder traditionally characterized by trouble with communication and social interactions. Symptoms can range from mild to severe. Because there is such a wide range, what used to be defined as "autism" is now referred to as autism spectrum disorder. People with high-functioning autism refers to those on the mild end of the spectrum.

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Visual Impairment. Including Blindness                                                 - Karl Gudyanga

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Visual Impairment. Including Blindness                                                 - Karl Gudyanga

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Karl Gudyanga

This video shows how children who are visually impaired and blind can have an improved learning experience. The braille device has been updated to suit their learning style.

Vision impairment is described as when an individual's vision cannot be cured to an ordinary level. Therefore, a person who is visually impaired or blind will extra need support in the classroom. One most important support is to edit and control the medium in which the lessons are being administered. For example, using their other senses to provide a learning experience by introducing braille, audio tapes, larger print, electronic texts, and oral testing.

Reference:

Willings, C. (2016). Accommodations & Modifications. Teaching Students with Visual  Impairments. https://www.teachingvisuallyimpaired.com/accommodations--modifications.html

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Classroom Tools for Visually Impaired Students

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Specific Learning Disability- Garrett Goble

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Specific Learning Disability- Garrett Goble

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Dyslexia is a type of learning disability which affects a person's reading and spelling skills. A few ways to help out these students in the classroom are:

1. Using multisensory activities involving real objects and videos can help stimulate the child's thinking.
2. Use cards to cover up parts of the reading, having the student read one line at a time, making reading less intimidating.
3. Present new language in smaller parts so that the child isn't overloaded with information.
4. Give students the option to customize their learning, for example having them draw out their notes instead of writing them.
5. Use specific concept checking questions (CCQs) instead of a generalized "Do you understand?". You can also use videos and audio to help students process the question.

Reference
Cambridge Assessment English. (2021). Ten ways to support learners with dyslexia | Cambridge English. https://www.cambridgeenglish.org/blog/ten-ways-to-support-learners-with-dyslexia/

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What is dyslexia? - Kelli Sandman-Hurley

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What is an orthopedic impairment?
"A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly (e.g. clubfoot, absence of some member, etc.), impairments caused by disease (e.g. poliomyelitis, bone tuberculosis), and impairments from other causes (e.g. cerebral palsy, amputations, and fractures or burns that cause contractures)" ₍14 disability categories under IDEA, n.d.)

Three Categories of Orthopedic Impairment

Neuromotor Impairments: "abnormality of, or damage to, the brain, spinal cord, or nervous system"

Examples: cerebral palsy, spina bifida

Degenerative Diseases: "various diseases that affect motor development"

Example: muscular dystrophy

Musculoskeletal Disorders: "various conditions that can result in various levels of physical limitations"

Examples: juvenile rheumatoid arthritis, limb deficiencies
₍Orthopedic impairments, 2013).

The extent and severity of orthopedic impairments can vary widely, including those with or without "cognitive, learning, perceptual, language, or sensory issues" ₍Orthopedic impairments, 2013). As such, the assistive technologies and accommodations vary widely as well.

Accommodations
Specialists

physical / occupational therapists

speech-language pathologists

adapted physical education teachers

Teaching Strategies

seating arrangements in the classroom

need-specific instruction (including gross- or fine-motor skills)

teacher / staff awareness of condition and affects

Assistive Technologies for Accessing Information

speech recognition software and/or devices

screen reading software and/or devices

communication software and/ or devices (see video for an example of a communication software in action)

Assistive Technologies for Mobility

canes / walkers / crutches

wheelchairs

specialized equipment / furniture

References

14 disability categories under IDEA. (n.d.). Support and Inclusion of Students with Disabilities at Higher Education Institutions in Montenegro (SINC@HE). http://sinche.uom.gr/sites/default/files/14_disability_categores_under_idea.pdf

Orthopedic impairments. (2013). Project IDEAL - Texas Council for Development Disabilities. http://projectidealonline.org/v/orthopedic-impairments/

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Assistive Technology in Action - Meet Elle

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Speech or Language Impairment - Petrus Jacobus Roux

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Speech or Language Impairment - Petrus Jacobus Roux

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Petrus Jacobus Roux -

Speech or Language impairments can definitely have a negative impact on student learning. Thankfully in our modern age there lots of technology we can use in order to support students with speech/language impairments. Examples of such programs would be; text-to-speech.

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One of the most common types of health impairments in the classroom is asthma. Around 1 out of every 9 children may have some form of breathing difficulties due to asthma, so teachers need to be prepared for emergencies. In addition, teachers can make the classroom more comfortable for these students by:
1. Removing allergens from the classroom, such as scented lotions, perfumes, etc.
2. Adapt play level for recess time, making sure the student doesn’t get exhausted
3. Use air purification devices in the classroom
4. Ask peers to help the child carry heavy items which may cause overexertion
5. Make sure the carpets and other surfaces in the classroom are cleaned regularly

Reference:
Asthma. 2022. Accommodations & Modifications. [online] Available at: <https://studentswithasthma.weebly.com/accommodations--modifications.html> [Accessed 8 June 2022].

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Intellectual Disability is the “significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance” (defined by the Individuals with Disabilities Education Act - IDEA). This means that a student has low IQ and low capability to function independently. There are many reasons why this disability occurs, such as being passed down genetically, complications at birth or exposure to dangerous substances.

Some signs of intellectual disability:

late in developmental stages (learning to walk, to talk, to read is later than most children)

inability to remember things often

basic human living conditions come hard to them (chores around the house)

inability to see that actions have consequences

Educational tips:

teach a functional curriculum (counting money, learn basic functions of living)

break down the lesson into smaller tasks and concrete steps that the student has to follow, allowing for extra time to complete the task

teach while also demonstrating using manipulatives

provide positive feedback

provide help with social skills in the classroom setting as well as during recess

Class modifications for students with Intellectual Disability:

quiet place to work where the student understands that when he is there he is studying and not playing

repete the concepts and ideas during the day giving opportunity for practice through manipulatives, allowing hands-on-learning (using concrete materials to teach abstract concepts)

additional help required when teaching such a student to give support and guidance during the day (when such a student is integrated in a normal class setting, consider having a Learning Intervention Focus Tutor or a Shadow Teacher present in the class that only helps the student)

modified learning is required with activities alternating from physical to sitting down in shorter increments than usual

sharp objects and materials have to be kept out of reach for them, so consider where scissors are stored in the classroom

careful when in settings where such a child can have the ability to lock himself inside a room without supervision

teach and allow calculator during math class, as well as use of manipulatives to show understanding and help ade understanding of the concept

References:
Teachings in Education (2020). Intellectual Disability: Students with Disabilities. https://www.youtube.com/watch?v=zQNASuTNtVw&t=87s&ab_channel=TeachingsinEducation
TherapyTravelers. Strategies for Teaching Students with Intellectual Disabilities. Received on June 11, 2022. https://www.therapytravelers.com/strategies-teaching-students-intellectual-disabilities/#:~:text=Intellectual%20disability%2C%20formerly%20labeled%20%E2%80%9Cmental,manifested%20during%20the%20developmental%20period%2C

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Hearing Impairment can manifest in the classroom in the form of:
-having limited or unclear speech
-Not responding when their name is called
-Speaking too loudly or too quietly
-Watching others do something before attempting it themselves

-not following directions or paying attention
-hearing only parts of a conversation; asking for information to be repeated
-not being able to hear everyday sounds, like a school bell or morning announcements
-learning problems

Strategies for students with hearing impairment:
-Make seating changes: Students with hearing impairment can sit close to the teacher to read lips and hear more loudly.
-Use an FM system: a device that amplifies a teacher's voice by connecting a microphone on the teacher with a receiver on the student.
-Face students when speaking: Since most students with hearing impairment can read lips, it's better for them always to be able to see the face of the teacher when speaking.
-Use visual aids: including pictures, graphics, and text labels, and use captioning with videos
-Have a hearing buddy, this could be their best friend who can help them understand information when they are a bit lost

Sources:
Danielle Inverso, D. I. (2021, March). Hearing Loss Factsheet (for Schools). Kidshealth. https://kidshealth.org/en/parents/hearing-factsheet.html
M. (2022, March 8). How to support a child with a hearing impairment in school. Engage Education. https://engage-education.com/blog/how-to-support-a-child-with-a-hearing-impairment-in-school/

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Top 10 Tips for Teachers of Students with Hearing Loss

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Developmental delays can be grouped into 4 main categories, namely physical development delay, cognitive developmental delay, social and emotional delay and speech delay. There are a number of assistive technologies that can be used for these various forms of delay, for example:
1) Audiobooks is an alternative for traditional reading and can help with delays in literacy and reading. Further to this, using ReaderPen which can transform any book into an audio book.
2) Text-to-speech software can assist in assisting those with speech delays, as it can help in communicating during class time with both the teacher and their peers.
3) A "roller ball" mouse for students that have difficulties with grip.
4) Social skills software, such as Social Express and Social Stories, that aim to teach core social-emotional skills in a fun interactive manner.

References
Lynch, M. 2018. Assistive technologu to help students with developmental delays succeed academically. Received from https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/
Simon Technology Center. 2015. Technology to Improve Kids’ Educational Success (TIKES), Minneapolis, MN, PACER Center.
Special School District of St. Louis County. n.d. Assistive Technology. Recived from https://www.ssdmo.org/Page/892