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Multiple Disabilities - Low Incident (2%)

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Multiple Disabilities - Low Incident (2%)

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This is where the child exhibits more than one disability at a time (National Dissemination Center for Children with Disabilities, 2012). This does not include deafness and blindness occurring together. In these cases the needs are typically so severe the child cannot be accommodated in special education programs for either one of the disabilities. They typically have deficits in the five areas of development: intellectual functioning, motor functioning, real-life skills (to carry out basic daily activities), communication, and functioning of the five senses (Project Ideal, n.d.). While the majority of students in this category have severe impairments in physical functioning, communication and , cognition, some have average to above-average intelligence (Project Ideal, n.d.).

Assistive Technologies

Personal, handheld, touch screen computer can be used to support communication. The devices use pictures instead of words o facilitate communication. Being touch screen, they are easier to manipulate where a student has poor motor function (Project Ideal, n.d.).
Specialized motorized chairs will also support mobility in cases where students are physically impaired.

Strategies
1. Systematic Instruction - Set clear goals and expectations; capture their full attention prior to teaching skills; track progress regularly; use grade-level appropriate material; demonstrate skill across a wide variety of contexts since students don't transfer knowledge/skills well (Morgan, n.d.).
2. Time delay (extended wait time for answers) - This could be as long as 45 - 60s.
3. Prompting - provide cues or clues
4. Positive reinforcement - Reward attainment of skill
5. Extended practice - Provide many opportunities to practice a skill once attained.

Videos
ES: https://www.youtube.com/watch?v=6FTESY7VApo
HS: https://www.youtube.com/watch?v=_jXg4E5NxQA

References
Morgan, R. A. (n.d.). Multiple disabilities. http://educ685disabilityresourcepage.weebly.com/multiple-disabilities.html

National Dissemination Center for Children with Disabilities (March, 2012). Categories of disability under IDEA. https://www.parentcenterhub.org/wp-content/uploads/repo_items/gr3.pdf

Project Ideal. (n.d.). Multiple disabilities. Project Ideal. http://www.projectidealonline.org/v/multiple-disabilities/

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A look inside the LCS Multiple Disabilities Program

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Visual Impairment Including Blindness - Low Incident (0.36%)

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Visual Impairment Including Blindness - Low Incident (0.36%)

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According to IDEA, a child who has eyesight problems is considered to have a visual impairment. This might mean that the child has either partial sight or blindness. It is important to note that if eyewear can correct a vision problem, it does not qualify as a visual impairment then. There are several things that can be done to accommodate these students.

1. Since students have issues with vision, it is important that the things they are reading or looking at are big enough for them to see. This might mean making the font of texts bigger and/or darker.

2. Paper that students will be working on should be enlarged.

3. When it comes to technology, students should have an enlarging feature on their device that allow them to zoom in on the screen.

4. Students should be able to use magnifiers or telescopes to see resources around the room and things that are not close to the student.

5. Students should sit in the front of the classroom so they are closer to the board and can see what is being written on the board.

6. Speak selection can be used to read aloud electronic texts.

https://disabilityresourceproject.weebly.com/visual-impairments-including-blindness.html

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Visual impairment including blindness is defined as an impairment in vision that, even with correction, adversely affects the child’s educational performance. The terms includes both partial sight...

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Many teaching methods and strategies are similar or overlap for students with learning disabilities or special needs.  

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Traumatic Brain Injury - Low Incident -Johnna 

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Traumatic Brain Injury - Low Incident -Johnna 

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Research & Resource:
https://docs.google.com/document/d/18Dh5s-9Pz6N5eziw5N-Jf9VJSaCi8WbB/edit?usp=sharing&ouid=104670562227260732596&rtpof=true&sd=true

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Some common Augmentative and Alternative Communication (AAC) Devices 

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Speech or Language Impairment - High Incident (16.6%)

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Speech or Language Impairment - High Incident (16.6%)

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

Assistive Technologies:

Augmentative and Alternative Communication Devices:

Augmentative and alternative communication (AAC) is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language, various communication boards, and both manual and electronic devices help those who have trouble with communication.

Some examples of AAC include:

1. Unaided communication systems – Rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language. One advantage of unaided communication communication systems is that it does not require any technology beyond the person's body.

2. Low-tech AAC - Any type of aid that does not require batteries or electricity. This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth.

3. High-tech AAC - Any aid that requires electricity or batters. This includes specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.

Above are some examples of what AACs can look like.

Electronic Fluency Devices:

Electronic Fluency Devices are devices intended to help improve the fluency of people with stutters. They do this by playing the sound of the user's own voice back into their ear, slightly altered.

There are two main types of Electronic Fluency Devices :

Delayed Auditory Feedback (DAF)- Delayed Auditory Feedback devices play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or headphones with a microphone. There are also apps that can use DAF on phone calls.

Frequency Altered Feedback (FAF)- Frequency Altered Feedback devices are similar to DAF but rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice.

Teaching Strategies:
Below is a list of just a few teaching strategies that can be employed for supporting students with speech or language impairment.

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).

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.

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 frustrationDevelop a procedure for the student to ask for help.

References:

“Educational Resources for Special Needs.” Do2Learn, https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html.

“LibGuides: Speech Disorders: Common Assistive Technologies.” Common Assistive Technologies - Speech Disorders - LibGuides at University of Illinois at Urbana-Champaign, https://guides.library.illinois.edu/c.php?g=613892&p=4265891.

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Specific Learning Disability - High Incident (36.2%) 

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Specific Learning Disability - High Incident (36.2%) 

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This is an umbrella term used to cover a series or one disorder in which one or more of the basic psychological processes involved in understanding or in using language, spoken or written. This may manifest itself in the imperfect or parcial ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions related to perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. This is a persistent impairment and is usually diagnosed in early childhood but it is possible to go undiagnosed until later in life or even adulthood. The two most common SLDs are dyslexia and ADHD however there are other common disabilities cover under SLD and while the diagnostic process may be similar the accommodations and treatments vary according to the diagnostic.

8 Academic Domains of SLD:

Oral Expression

Listening Comprehension

Written Expression

Basic Reading Skill

Reading Fluency Skills

Reading Comprehension

Mathematical Calculation

Mathematical Problem Solving

Assitive Technology:
For Dyslexia:

Speech to text and Text to Speech Apps (Dragon, WordQ, Talktyper, Motu, Wynn, Kurzweil 3000)

Graphix Organizers (Kidspiration, Mindmeister, GoogleDocs, DraftBuilder)

Study Skills (IXL, Kurzweil 3000, Wynn, I Can Alphabetics, PaperPort Notes, FlashCards Deluxe)

For ADHD

Electronic Math Worksheets and talking calculators (MaxiAids, MathTalks)

AudioBooks and Reading (Kurzweil 3000, RazzKids, Audible, IXL)

Written Expression (Word Prediction Software like Co:Writer)

Character Recognition and Speech Synthesizers (ReadingPen, Alphasmart Writer, Aspire Reader 4.0)

Strategies:
Academics and Organization

Break learning tasks into small steps.

Probe regularly to check understanding.

Provide regular quality feedback.

Present information visually and verbally.

Use diagrams, graphics and pictures to support instruction.

Provide independent practice.

Model what you want students to do.

Explicitly teach study and organizational skills.

Reading

Provide a quiet area for reading activities.

Use books on tape, and books with large print and big spaces between lines.

Provide a copy of class notes to student.

Allow alternative forms for book reports.

Have students use both visual and auditory senses when reading text.

Present material in small units.

Use graphic organizers to connect ideas.

Read and share stories with students.

Provide students with chapter outlines or study guides that highlight key points in their reading.

Announce reading assignments well in advance.

Writing

Use oral exams in place of written exams when possible.

Allow use of tape recorder in class.

Assign a note taker for student.

Provide notes or outlines to reduce the amount of writing.

Provide a partially completed outline that allows student to fill in details under major headings.

Allow use of a laptop or other computer for writing assignments.

Provide computer with spell check, grammar, and cut and paste features.

Reduce copying that the student is required to do

Use mnemonic devices to teach writing process (e.g. COPS:  Capitalization, Organization, Punctuation, Spelling).

Mathematics

Allow use of fingers or calculator and scratch paper.

Use diagrams and draw math concepts.

Present activities that involve all sensory modalities – auditory, visual, tactile, and kinesthetic.

Arrange peer assistance and tutoring opportunities.

Have graph paper available so students can align numbers in math problems.

Use colored pencils to differentiate problems.

Offer manipulatives throughout instruction.

Teach students to draw pictures of word problems.

References

1. What is specific learning disorder? (n.d.). Retrieved November 6, 2021, from https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder.
2. Specific learning disability. Ohio Department of Education. (n.d.). Retrieved November 6, 2021, from https://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Specific-Learning-Disability.
3. Specific learning disability (SLD). CDE. (n.d.). Retrieved November 6, 2021, from https://www.cde.state.co.us/cdesped/sd-sld.

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Other Health Impairment - high incident (15%) Patricia

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Other Health Impairment - high incident (15%) Patricia

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This category comprises around 15% of students currently benefitted under IDEA.

Other health impairment (OHI) means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment. OHI can be due to chronic or acute health problems, AND it adversely affects a child’s educational performance.

Examples of OHI are asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome, among others. ADHD is one of the most common conditions that result in referral for special education services as an OHI

A student who is diagnosed with OHI is not automatically eligible to receive support services under IDEA. For a child to be eligible, OHI must “adversely affect educational performance”. Eligible students may receive special education and/or related services. This includes school health and nurse services, like special feedings or administration of medication. Other related services are:

speech-language pathology and audiology services

psychological services

physical and occupational therapy

therapeutic recreation

counseling services

orientation and mobility services

social work services in schools

parent counseling and training

When OHI causes a student to miss classes, the school is responsible for ensuring the child receives educational services by sending assignments home or to a hospital.

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Orthopedic Impairment - Low Incident (1.0%)

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Orthopedic Impairment - Low Incident (1.0%)

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Orthopedic Impairment covers disabilities caused by congenital problems, diseases, and other physical impairments. These include conditions such as cerebral palsy, loss of limbs, polio, and amputations among others. In the IDEA category, Orthopedic Impairments are broken into three main sections. These are neuromotor impairments, degenerative diseases, and musculoskeletal disorders.
Strategies to support students with Orthopedic Impairments:
1. Be aware of students' conditions and abilities
2. Consider seating arrangements and object placement in the classroom
3. Focus on assistive tools for motor skills
4. Work with physical therapists, occupational therapists and other specialists to create plans
5. Collaborate with other teachers such as Physical education and special education teachers
6. Consider needs for assistive devices such as canes, wheelchairs
7. Use assistive technologies such as speech recognition, screen readers and communication boards

http://www.projectidealonline.org/v/orthopedic-impairments/

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Definition

Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

Characteristics

The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas: neuromotor impairments, degenerative diseases, and musculoskeletal disorders. The specific characteristics of an individual who has an orthopedic impairment will depend on both the specific disease and its severity, as well as additional individual factors.

A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.

Cerebral palsy refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements. The four most common types of cerebral palsy include:

Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

Athetoid (movements are contorted, abnormal, and purposeless)

Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

Mixed (any combination of the types)

Cerebral palsy is also classified by which limbs (arms and legs) are affected. Major classifications include hemiplegia (left or right side), diplegia (legs affected more than arms); paraplegia (only legs), and quadriplegia (all four limbs).

Spina bifida is a developmental defect of the spinal column. Spina bifida is characterized by an abnormal opening in the spinal column and frequently involves some paralysis of various portions of the body. It may or may not affect intellectual functioning. Spina bifida is usually classified as either spina bifida occulta or spina bifida cystica. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.

Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.

Impact on Learning

The specific impact on learning of an individual is contingent upon the disease, its severity, and individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities.

Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction.

Teaching Strategies

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

In order for the student to access the general curriculum, the student may require these accommodations:

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

Awareness of medical condition and its affect on the student (such as getting tired quickly)

Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:

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

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

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

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

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

Assistive Technology

Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:

Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Organizations

United Cerebral Palsy Associations, Inc.

1660 L Street NW, Suite 700
Washington DC 20036

Web: www.ucp.org

United Cerebral Palsy of Texas

The national organization and its nationwide network of affiliates strive to ensure the inclusion of persons with disabilities in every facet of society-from the Web to the workplace, from the classroom to the community. As one of the largest health charities in America, the mission of United Cerebral Palsy is to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network.

1016 La Posada, Suite 145
Austin, TX 78752

Email: info@ucptexas.org
Web: www.ucptexas.org

Center for Disability and Development

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

Easter Seals--National Office

Easter Seals offers help, hope and answers to more than a million children and adults living with autism and other disabilities or special needs and their families each year. Services and support are provided through a network of more than 550 sites in the U.S. Each center provides exceptional services that are individualized, innovative, family-focused and tailored to meet specific needs of the particular community served.

230 West Monroe Street, Suite 1800
Chicago, IL 60606-4802

Web: www.easter-seals.org

March of Dimes Birth Defects Foundation

The March of Dimes mission is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They carry out this mission through research, community services, education and advocacy to save babies' lives. March of Dimes researchers, volunteers, educators, outreach workers and advocates work together to give all babies a fighting chance against the threats to their health: prematurity, birth defects, low birthweight.

1275 Mamaroneck Avenue
White Plains, NY 10605

Phone: 914-428-7100; 888-663-4637
Email: askus@marchofdimes.com
Web: www.marchofdimes.com

National Rehabilitation Information Center (NARIC)

The core mission of the Center is to collect and disseminate the results of research funded by the National Institute on Disability and Rehabilitation Research (NIDRR). NARIC staff members have been dedicated to providing direct, personal, and high-quality information services to anyone throughout the country.

4200 Forbes Boulevard, Suite 202
Lanham, MD 20706

Email: naricinfo@heitechservices.com
Web: www.naric.com

Spina Bifida Association of America

The Spina Bifida Association (SBA) serves adults and children who live with the challenges of Spina Bifida. Since 1973, SBA has been the only national voluntary health agency solely dedicated to enhancing the lives of those with Spina Bifida and those whose lives are touched by this challenging birth defect. Its tools are education, advocacy, research, and service.

4590 MacArthur Boulevard, N.W., Suite 250
Washington, DC 20007

National Institute of Neurological Disorders and Stroke (NINDS)

The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world. NINDS conducts, fosters, coordinates, and guides research; operates research projects, program projects, and research center grants; and collects and disseminates research information related to neurological disorders.

National Institutes of Health
National Institue of Neurological Disorders and Stroke
P.O. Box 5801
Bethesda, MD 20824

Web: www.ninds.nih.gov

References

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

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

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Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

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Intellectual Disability - Low Incident (9.6%)

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Intellectual Disability - Low Incident (9.6%)

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Students in this disability category have significantly lower than average intelligence (National Dissemination Center for Children with Disabilities, 2012). Intellectual disabilities are characterized by limitations in intellectual functioning and difficulty with social skills, practical skills, choice making, solving problems, and setting goals. In mild cases, students may function well in practical, real-world settings, but struggle considerably in academic settings (ProjectIdeal, n.d.).

Assistive Technology
Low tech
Incorporate manipulatives while teaching and other tools such as calculators
High tech
Use software packages designed to support students with intellectual disabilities. Options include programs that will read content to the student.

Strategies
1. Curriculum modifications- Focus on practical skills such as understanding time and money, developing skills to support independence - self-care, hygiene, and training in a particular trade or skill area.
2. Modifying instruction in early literacy and numeracy skills - Target instruction to specific interests of the child, break down larger concepts into smaller tasks, teach and practice one step at a time, incorporate lots of time to practice.
3. Physical and verbal prompting - Use physical and verbal cues to prompt students towards correct answers
4. Provide opportunities for hands on learning.

Video Resources
https://youtu.be/PzPkt9vri3E
https://youtu.be/pGlc8t-SZ90

References
National Dissemination Center for Children with Disabilities (March, 2012). Categories of disability under IDEA. https://www.parentcenterhub.org/wp-content/uploads/repo_items/gr3.pdf

Project Ideal. (n.d.). Intellectual disabilities. Project Ideal. http://www.projectidealonline.org/v/intellectual-disabilities/

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National Center on Health, Physical Activity and Disability (NCHPAD)

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Hearing Impairment - Low Incident (1.2%)

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Hearing Impairment - Low Incident (1.2%)

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How is hearing impairment different from deafness?  How can you help students with hearing impairment?  Watch the video above.

Hearing Impairment refers to an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”

Assistive Technologies
Many of the assisted teaching methods are similar to those used for deafness.  Technology provides a wide array of ways that teachers can incorporate students with this disability.
1. Use of Captions:  YouTube provides this option as standard for pretty much all of its videos.  However, most other video sources provide for English language captions.  This not only helps students that might have hearing difficulties, it could also help students that are just learning English.
2. Speech to Text Software: If you are lecturing your class, you can always setup a speech to text software for your students.  This will allow your speech to be immediately turned into text that your students can read and even record as notes.
3. Sound Amplification Systems:  Some classroom might even be equipped with a sound amplification system, that will allow an educator to pair with a student's sound amplifying device.

Teaching Strategies
Non-Technology Tools:
1.  Classroom Seating Charts:  Nothing works like a good old seating chart to ensure that your students are placed where they need to be.  By strategically placing your student in class it could allow them to see your lips or note or other teaching tools.
2.  Visual Teaching Aids:  Visual aids help to teach any subject and not just for those student that are hard of hearing.  They allow visual learners to engage with the subject.  Make sure and incorporate copious amounts of them when engaging with students that are hard of hearing.
3. Classroom Management:  You need to keep other noise and distraction to a minimum.  This requires that only one person is speaking at a time and allows students to focus on one speaker at a time.
4.  American Sign Language:  Incorporate American Sign Language into your classes.  Many school even allow it to be treated as a foreign language.

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Tips for teaching deaf children with a mild hearing loss

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How do you know if your student/child might have hearing loss? Watch the video above.

Any student diagnosed with deafness will fall under this category, unless they are diagnosed to be both deaf and blind (see Deaf-Blindness). The Individuals with Disabilities Education Act (IDEA) defines this category as any student who has a hearing impairment so severe that the student cannot process linguistic information through hearing (with or without amplification), thus adversely affecting educational performance.

Assistive Technologies
Technology provides a wide array of ways that teachers can incorporate students with this disability.
1. Use of Captions:  YouTube provides this option as standard for pretty much all of its videos.  However, most other video sources provide for English language captions.  This not only helps students that might have hearing difficulties, it could also help students that are just learning English.
2. Speech to Text Software: If you are lecturing your class, you can always setup a speech to text software for your students.  This will allow your speech to be immediately turned into text that your students can read and even record as notes.
3. Sound Amplification Systems:  Some classroom might even be equipped with a sound amplification system, that will allow an educator to pair with a student's sound amplifying device.

Strategies
Non-Technology Tools useful here are similar to those that work with hearing impaired students.
1.  Classroom Seating Charts:  Nothing works like a good old seating chart to ensure that your students are placed where they need to be.  By strategically placing your student in class it could allow them to see your lips or note or other teaching tools.
2.  Visual Teaching Aids:  Visual aids help to teach any subject and not just for those student that are hard of hearing.  They allow visual learners to engage with the subject.  Make sure and incorporate copious amounts of them when engaging with students that are hard of hearing.
3. Classroom Management:  You need to keep other noise and distraction to a minimum.  This requires that only one person is speaking at a time and allows students to focus on one speaker at a time.
4.  American Sign Language:  Incorporate American Sign Language into your classes.  Many school even allow it to be treated as a foreign language.

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Mayo Clinic Minute: Signs your child might have hearing loss

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Emotional Disturbance - Low Incident (7.7%)

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Emotional Disturbance - Low Incident (7.7%)

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Deaf-Blindness - Low Incident (0.03%)- Paul Jackson

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Deaf-Blindness - Low Incident (0.03%)- Paul Jackson

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Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Specialized services team acts as the mediator between the student and the comprehension. There are instances where students will have shortcomings such as a disability or be a diverse learner and it is incumbent upon the school to step in and provide for the student. Deaf and blindness are key and common disabilities that could occur within the student body. If a student suffers from blindness or deafness, school case managers can implement tools to elevate some of the stress on the student.

Strategies

Enlarged texts- Enlarged text can provide students with the ability to see things on a larger scale so that they are not straining their eyes to try and read the text which can be so small in books.

Audio accommodations- Audio Accomodations  can be implemented for students who are either deaf of blind. If a student is blind, it allows for full immersion with the text and material in which they would not otherwise have. If a student is partially death, wearing headphones allows for students to be up close and personal with the vibrations that

Extended time- Extended time on tests allows for students who are either deaf or blind to get the fair amount of exposure to the test that they need.

Copies of lecture notes- For students who are partially deaf, providing them with a copy of the lecturers notes will allow for them to ensure that nothing was lost in translation. They can review these notes at their own leisure

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According to IDEA, (i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

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

A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder.

Assistive Technologies for Autism include:

·       Autism apps for Kids

·       Assistive Mobile Apps to Develop Skills

·       Noise Reduction & Auditory Apps

·       Organizational Apps – Visual Schedule

·       Social Skills Apps

·       Assistive Tools to boost Confidence

·       Augmentative and Alternative Communication (AAC) Devices

·       Visual Aids

Below are 5 of the best Assistive Apps for Autism as outline on Elemy.com
1. Aut2Speak: This app has a keyboard for people with autism or other nonverbal conditions who know how to type. There are many features in the app, including a customizable list of names, a list of feelings and needs, a list of pronouns, a list of word endings, and a unique keyboard.

This app works for both Apple and Android devices, and it is beneficial for children ages 6 to 17. It also works well for adults with developmental or cognitive disabilities. It costs $1.

2. Autism iHelp: This app is for Apple devices that teaches vocabulary. It was developed originally by a speech-language pathologist whose child had autism. The parent noticed that children with autism benefit from specific approaches to language intervention.

The app works like flash cards or image cards in behavior therapy, using 24 images of real-world items, based on expressive milestones that children need to reach. These images are divided into three groups of eight, and in these groups, the learning process feels less overwhelming.

The app is designed for children who are 4 and older, and it is free.

3. AutismXpress: While many people with milder forms of autism can communicate extremely well with words and phrases, they may still struggle with facial expressions or conveying their emotions without words. This app helps people with autism recognize and express emotions with facial expressions. There are 12 buttons with cartoons representing emotions like sad, happy, angry, hungry, and more.

AutismXpress is designed to help children with autism learn, but it can also be useful for adolescents or adults. This is a free app to download, and it works on most mobile devices.

4. CommBoards: This app is based on the Picture Exchange Communication System (PECS), which has long been used on physical boards and through electronic devices. Now, this app makes this method of communicating widely accessible, without having to haul around cards, pieces, or a device separate from your computer or phone.

When children use the app, the program speaks the word associated with the picture out loud, encouraging the child to repeat it and learn to pronounce the word. You can also create your own cards with voice recordings and images, to help your child express specific names, places, or objects they encounter on a regular basis.
CommBoards costs $19.99 to purchase. It is designed and approved by clinicians who use assistive communication devices, so it is one of the few options available on mobile devices that is specifically approved by people who specialize in autism-related assistive technology.

5. Leeloo: This app uses a wide range of image options to help nonverbal children and adolescents with autism use smartphones or tablets to communicate with their caregivers. The foundation of the app is the Picture Exchange Communication System (PECS), and it also uses augmentative and alternative communication (AAC) principles.

A card represents the words your child might need throughout the day to communicate with family, teachers, medical professionals, and friends. Like many other apps that support people with autism, Leeloo is free to download.

References

5 Assistive Technologies (2021) to help with autism. (2021, May 11). Elemy. https://www.elemy.com/studio/autism-treatment/assistive-technologies

Assistive technology: Supporting students with autism. (2020, February 14). Techno FAQ. https://technofaq.org/posts/2020/02/assistive-technology-supporting-students-with-autism/

Basics about autism spectrum disorder (ASD) NCBDDD CDC. (2020, March 25). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/facts.html

Sec. 300.8 (C). (2018, May 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c

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Health

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that prevents an individual from reciprocal social and nonverbal communication in public interactions. It further creates problems in developing, managing, and understanding relationships and restricts repetitive patterns of behavior, interests, & other activities.

Students diagnosed with Autism Spectrum Disorder (ASD) can have crucial problems in social communication, imagination, and constructive expertise. This is where assistive technology comes in. In this era of technological advancement, students can get widely benefited as it will improve their performance in education and provide aid in their rehabilitation process.

In this article, we'll be discussing assistive technologies and how they can aid students with ASD to bridge the gap between their capabilities and desired milestones.

Assistive Technology for Autism Spectrum Disorder

Technology plays a significant role in supporting competency and skill development among students with ASD. It works as an assistive tool that can replace an ability that is either missing or impaired. It is essential since it will provide the aid needed to finish a certain task and will allow students to compensate for their disability or bypass it entirely.

Learning through a mobile device has been broadly used as an assistive technology for children with ASD. The key factor of using mobile apps is that one can have access to them at any given time and place. But parents often go through a tough time finding effective autism apps for kids, which will help their child improve his/her cognitive skills and behavioral traits.

Applications of Assistive Technology

Children diagnosed with autism spectrum disorder (ASD) go through a variety of obstacles in a classroom. Some of them face difficulty in making social interactions and communication, while others have a hard time reading facial expressions and following conversations.

To tackle this wide spectrum of students with ASD and their needs, the usage of assistive technology is crucial. It has been proven time and time again that assistive technology is key to helping students with autism learn and hone their skills to lead a sustainable life.

Assistive technologies are mainly applied in two ways - Software Application and Hardware Application.

Assistive Mobile Apps to Develop Skills

Autism spectrum disorder (ASD) differs from person to person in intensity and condition of the symptoms. So, it's very tricky to gauge what sort of help a student needs.

This is where assistive mobile apps work their charm. They perform as an assisting tool in improving the impairments such as social, communication, repetitive behavioral, and functional skills among autistic children.

Noise Reduction & Auditory Apps

Since children with ASD are sensitive to environmental stimuli, they easily get upset by changes in routine and get fixated on things. Some of them are very sensitive about their clothing and loud noises, while others are very concerned about how certain foods feel in their mouth.

Some students suffer from auditory impairments from a very young age; they tend to get very sensitive to loud sounds. Teachers can download appropriate voice levels while adjusting the sound according to the students hearing capabilities.

They can reduce the loud noises that occur in the class and surround their students. The auditory app gives educators a visual indicator of loud noises by moving from green to yellow to red.

Organizational Apps

As students with ASD go through a tough time deviating from the norms, having a visual schedule around can come in handy. It gives them the ability to take their schedule with them and make changes accordingly.

These apps contain separate sections for organizing activities, creating checklists, planning, and keeping track of other related activities, which helps the students plan their schedule easily and efficiently.

Social Skills Apps

Adapting social skills is something that every child struggles with, whether they are diagnosed with Autism Spectrum Disorder (ASD) or not. Learning to be social gets very complex for students with ASD, as they don't understand the concept.

Assistive technology can really make a key difference here by imparting these concepts in a much faster and effective way.

There are several apps that help students process body language and facial expressions in different public situations. These apps aid students in watching videos with a simple animated style that portrays playful skills and social-behavioral traits based on research.

Assistive Tools to Boost Confidence

Many students with ASD lose their confidence along the way while dealing with problems relating to vision, hearing, & communication. Their morale drops down because of not being able to interact properly or strike up a conversation.

That is why there are some unique, budget-friendly, and essential assistive tools that accommodate and tackle many autistic symptoms. By setting up these tools, parents can open up new horizons for their children.

AAC Devices

Struggling to comprehend certain languages is certainly a very crucial problem for children with ASD and their families. Sometimes many children become completely nonverbal, which makes it hard to understand their needs.

Augmentative and alternative communication (AAC) devices make it easier for parents and teachers to understand how a student thinks and takes effective measures accordingly.

Visual Aids

Many students with autism suffer from visual impairment, even though autism does not always associate with weakened vision. These students are mostly visual thinkers, pictures are their first language, and words are their second.

Being conclusive, literal visual thinkers, students with ASD process information in a more detailed way when it's communicated through pictures or words. This technology makes visual images more accessible to students with ASD to help them visualize information.

That is why having visual aids can help increase the focus of the students while ultimately enhancing their vision. Visual aids can be applied in various ways, such as - enlarging images, captioning, magnifying screens, and large print books.

Other Assistive Tools

To enhance the collaboration of all the students in a class, especially those with ASD, strengthening communication is very much needed. Integrating into more social relations is essential to develop the inherent cognitive skills of the students with ASD.

Assistive tools such as - tablets, eye gaze boards, smart boards, speech synthesizers, and computer-generated interactive tools can truly stand out in this area.

Conclusion

Students with Autism Spectrum Disorder (ASD) can really shine both in academics and life if given the proper aid and tools at the right time. With the help of assistive technologies, they can achieve milestones in any classroom setting.

One thing is for certain; assistive technology plays a pivotal role in developing and aiding students with autism shape their life. One thing to consider here is that every child's struggles are different in this disorder, and thus, their needs are different.

So, teachers and parents should keep them in mind when selecting the ideal assistive technology for a student. Every student needs to master daily living skills, organization, and recreational skills in order to function independently.

About the Author

Bibhuranjan Editorial Officer, technofaq.org I'm an avid tech enthusiast at heart. I like to mug up on new and exciting developments on science and tech and have a deep love for PC gaming. Other hobbies include writing blog posts, music and DIY projects.

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ASSISTIVE TECHNOLOGY: Supporting Students with Autism

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Health Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that prevents an individual from reciprocal social and nonverbal communication in public interactions. It further creates problems in developing, managing, and understanding relationships and restricts repetitive patterns of behavior, interests, & other activities.