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The Graduate School of Education and Human Development

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As educators, it has become increasingly important to meet the needs of every learner. But practically speaking, what does that look like? Understanding how to create a supportive classroom and utilizing special education teaching methods are key to developing an environment that breeds success. Here are five tools and resources for special education teachers and administrators:

1: Differentiated Instruction

Differentiated instruction in special education is essential to ensuring student success. It's a teaching method that steers all students toward the same learning objectives while giving them the freedom to determine how they get there. Recognizing that not all students learn the same way means teachers can organize students into groups based on how they prefer to learn. When deployed correctly, it can bring struggling students up to speed, allow gifted students to learn at a pace that suits them, and integrate a student's individual accommodations. Despite perceptions that differentiation adds to teachers' workload, differentiation doesn't have to require a lot of extra planning.

2: Assistive Technology

Assistive technology refers to devices or services that help students with disabilities learn, communicate, or function more effectively. Thanks to advances in technology, these are a great complement to special education teaching methods. They can encompass voice-to-text tools, graphic organizers, screen readers, personal amplification devices, communication boards, pencil grips, and much more to support the needs of all learners. When it comes to assistive technology in special education, the options can be limitless!

3: Positive Behavior Supports

Positive behavior support (PBS), also known as Positive Behavior Interventions and Supports (PBIS), can lead to social emotional competence, academic success, and a healthy school climate for all students, enhancing their overall performance and long-term outcomes. PBS is a key behavioral intervention in special education as it teaches students new skills and alternative responses to less desirable behavior. An evidence-based framework, PBS focuses on creating positive, consistent, and safe learning environments that promote students' academic and social growth while preventing challenging behaviors rather than punishing them.

Co-teaching involves two or more certified professionals working together to share instructional responsibility for a single group of students. With six strategies to choose from, it is geared toward enhancing individualized instruction in the general education setting while providing additional support for students with special needs. This model prioritizes collaboration between co-teachers to ensure students with diverse learning needs are able to increase their understanding of the subject matter at hand. It can be especially effective for special education students, because it provides opportunities for instruction tailored to their specific needs.

5: Universal Design for Learning

Another area in which special education administrators and educators can make a difference is by applying universal design for learning (UDL) concepts to the school environment. Rooted from the idea that all architecture must be designed to accommodate diverse individual needs, UDL says that we should anticipate diversity in the classroom. This means considering how students process information, how students engage within the learning environment, and how students convey their learned knowledge. This also means considering cultural barriers, language barriers, and physical, emotional, and mental abilities and how they may impact a student's approach to learning. When the focus is on ensuring students reach the same goal while providing flexibility in how they reach that goal, it inherently becomes an inclusive classroom conducive to learning and growth.

All of these tools and resources can work together to provide optimal support for students and educators alike. The methodology and research behind these different approaches can also be examined further in a special education graduate degree program - along with ways to measure the efficacy of such approaches to ensure that students are achieving academically and behaviorally.

If you're interested in furthering your understanding and capabilities within the field of special education, a special education masters or doctoral program could be the right next step for you. At the George Washington University's Graduate School of Education and Human Development (GSEHD), the curriculum prioritizes disability studies, diversity, and inclusion in special education to create classroom environments that meet the needs of every learner. You can also choose from one of four graduate certificate programs. To learn more about our programs, request information from a GSEHD admissions coach to learn more today.

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Five Tools and Resources for Special Education Teachers and Administrators | The Graduate School of Education and Human Development | The George Washington University

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By utilizing these 5 special education teaching methods and resources, you can help create a supportive and inclusive classroom to reach all learners.

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The Inclusive Schools Network, sponsored by Stetson & Associates, Inc., is a web-based educational resource for families, schools, and communities, providing information and resources that facilitate inclusive education practices.

We support schools around the globe by sharing tools and strategies to increase opportunities for students with disabilities and build knowledge of inclusive education.

Join us each year to celebrate Inclusive Schools Week™ and recognize the accomplishments of schools and communities in ensuring equity and access for all students.

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Inclusive Schools Network | Supporting Inclusive Education

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We support schools worldwide with tools and strategies to increase opportunities for students with disabilities and expand awareness of inclusive education.

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Reading Strategies for Students With Learning Disabilities | Lexia®

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Fifteen percent of students in the U.S. receive special education services. Here are some of the best reading strategies for special education students.

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Special Education Teaching Assignments and Certification

The following table shows the certification required for various types of special education teaching assignments. The types of teaching assignments are described on the Continuum of Special Education Services for School-Age Students with Disabilities webpage. Certification requirements are available on the Search Certification Requirements webpage.

Effective July 1, 2021, all special education teachers who teach one or more subject areas in a special class (self-contained class) in grades 7-12, with some or no students under alternate assessment, must either:

Please note that teachers who hold any of the special education certificates listed in the following table can teach students who are under alternate assessment at any grade level.

For questions about teaching assignments that are not answered in the following table, please contact the Office of Special Education at speced@nysed.gov. For questions about certification requirements, please contact the Office of Teaching Initiatives at tcert@nysed.gov.

A printable version can be found at: Special education teaching assignment by certificate
Severe or Multiple Disabilities Annotation
Special education teachers who hold the Severe or Multiple Disabilities Annotation can teach a special class where all students are under alternate assessment and all students have severe cognitive disabilities. Students can be at any developmental level (birth-grade 12).

Last Updated: October 26, 2023

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Special Education Teaching Assignments and Certification : Educator Resources:OTI:NYSED

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Testing accommodations remove barriers to the test-taking process so that students with disabilities and Multilingual/English language learners (MLLs/ELLs) are able to demonstrate their knowledge and skills. Testing accommodations do not change the content or skills that a test measures. This page provides answers to frequently asked questions about testing accommodations.

Who receives testing accommodations?

Students with Disabilities

Students with disabilities who have IEPs or 504 Plans may receive testing accommodations on all assessments, including New York State and New York City assessments, classroom assessments, and auditions. To receive testing accommodations, a student's IEP or 504 Plan team must include the testing accommodations a student requires on the student's IEP or 504 Plan. Work with your child's IEP or 504 Plan team to review and update your child's testing accommodations each year.

Students Who Have Been Declassified

A student who has been declassified from special education services will receive the testing accommodations listed on the Declassification from Special Education Services document until:

The student receives a Regents, Advanced Regents, or Local diploma; or

The student ages out of school at 21 years old.

Monitoring of appropriateness of the accommodations for the student is important although no formal annual meeting will occur. If a student's needs or the type of assessments in which the student participates changes, a 504 plan should be developed to document the current accommodations the student requires.

Multilingual/English Language Learners (MLLs/ELLs)

MLLs/ELLs may receive the following testing accommodations on New York State and New York City assessments:

Flexible setting (1:1 or small group; separate location)

Bilingual glossary: direct word translations, not definitions

Test form: use of English and alternate language test forms at the same time

Oral translation: only available for New York State tests that do not have alternate language forms

Flexible response format: written responses in native language, if using alternate language test forms or receiving oral translations

MLLs/ELLs may not receive testing accommodations for the New York State English as a Second Language Achievement Test (NYSELAT) unless they have an IEP or a 504 Plan.

How do IEP and 504 teams determine eligibility for testing accommodations?

IEP and 504 teams consider the student's individual needs when determining if a student is eligible for testing accommodations. IEP and 504 teams include parents and school staff who review a variety of data and information about the student, including the accommodations the student receives in the classroom, to identify the most appropriate testing accommodations. Testing accommodations are documented on students' IEPs and 504 Plans.

Can students receive testing accommodations if they do not have an IEP or 504 Plan?

Yes, but only in emergencies. Students who have temporary impairments within 30 days of a New York State or New York City assessment may receive certain testing accommodations, if approved by the principal. Principals may only approve the following emergency testing accommodations:

Tests read (for visually impaired students only);

Alternate method of response (for students with an injury to their dominant hand);

Extended time; and

Separate location.

If students will continue to require testing accommodations, the school should begin the referral and evaluation process for an IEP or 504 Plan. as appropriate.

What are some examples of testing accommodations?

Changes to the format of the test: a test can be provided in large print or Braille; a test may also be read aloud via a human reader, audio or digital format

Changes to the way students record their answers: Answers may be typed rather than handwritten, or answers can be recorded in the test booklet, in which case the proctor transfers the answers from the test booklet to the answer sheet

Flexible timing or scheduling: extended time, breaks

Flexible location or setting: a separate location with a smaller group of students

Can students receive testing accommodations on New York State Assessments and Regents exams?

Yes, but there are some testing accommodations that are not necessary or allowed. Students with disabilities will not receive extended time on the Grades 3-8 English Language Arts and Math assessments because these tests are untimed. However, students with disabilities who are eligible for breaks will receive this accommodation. Regents exams are timed, and students with disabilities will receive extended time if they have this testing accommodation on their IEPs or 504 Plans.

On the Grades 3-8 English Language Arts assessment, only test directions that are read aloud to all students may be read aloud to students with the accommodation "directions read." Students are not allowed to use grammar-checking devices.

For students with disabilities whose testing accommodations include "tests read," the IEP or 504 Plan will specify if this accommodation includes tests of reading comprehension. If it does, the student will receive this accommodation on the Grades 3-8 ELA assessment and the ELA Regents Exam.

On the Grades 3-8 Math assessment, students may use counting blocks, counters, or an abacus if they have this testing accommodation on their IEP or 504 Plan. Calculators are not allowed on the Grades 3-5 Math assessment and are permitted only in certain books on the Grades 6-8 Math assessment. Calculators are permitted on all Math Regents exams.

Can students receive testing accommodations on the NYC Gifted and Talented test?

Yes. Parents should review the New York City Gifted & Talented Handbook or contact GTHelp@schools.nyc.gov with questions about testing accommodations.

Can students receive testing accommodations on middle and high school admissions tests?

Yes. Some high schools have their own admissions tests or auditions. If students plan to apply to high schools that have their own admissions tests or auditions, families should contact the high school in advance to make sure the school is prepared to provide the testing accommodations.

The testing accommodations students receive on the Specialized High Schools Admissions Tests are the same as the testing accommodations they receive on other assessments. For students with disabilities, testing accommodations must be documented on the IEP or 504 Plan. Students must have a history of receiving the accommodations they are requesting for the Specialized High Schools Admissions Test. The New York City Department of Education will not approve testing accommodations for the Specialized High Schools Admission Test only, except in emergency situations.

Can students receive testing accommodations on College Board exams?

Students may receive testing accommodations on College Board exams, including the SAT School Day exam. Families must give their consent for the Services for Students with Disabilities (SSD) Coordinator at their child's school to apply for accommodations on their child's behalf. You should discuss this process with the SSD Coordinator at your child's high school during your child's first year of high school. Any testing accommodations approved by the College Board will be in effect for all College Board exams your child takes.

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Testing accommodations remove barriers to the test-taking process so that students with disabilities and Multilingual/English language learners (MLLs/ELLs) are able to demonstrate their knowledge and skills. Testing accommodations do not change the content or skills that a test measures. This page provides answers to frequently asked questions about testing accommodations.

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This website is school and teacher-related, it gives five different tools, resources, and strategies to special education teachers and administrators.

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Differentiated Instruction: Differentiated instruction in special education is key to student success, as it allows all students to work towards the same goals while choosing the best learning methods for them. By acknowledging different learning styles, teachers can group students accordingly. When done effectively, it helps struggling students, challenges gifted students and accommodates individual needs. Despite concerns about increased workload, differentiation doesn’t require extensive additional planning.

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Assistive Technology: Assistive technology includes devices and services that help students with disabilities learn, communicate, and function better. These tools, such as voice-to-text, graphic organizers, screen readers, and more, enhance special education teaching methods and support diverse learning needs. The possibilities for assistive technology are vast in special education.

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Positive Behavior Support: Positive Behavior Support (PBS), or Positive Behavior Interventions and Supports (PBIS), promotes social-emotional skills, academic success, and a healthy school environment. In special education, PBS helps students learn new skills and alternative behaviors to replace undesirable ones. It focuses on creating positive, consistent, and safe learning environments that support academic and social growth while preventing challenging behaviors, rather than relying on punishment.

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Co-Teaching Models: Co-teaching involves two or more certified professionals collaborating to share instructional responsibilities for a group of students. With six strategies available, it focuses on enhancing individualized instruction in general education while supporting students with special needs. This approach promotes collaboration between co-teachers to better address diverse learning needs, offering tailored instruction that can be especially beneficial for special education students.

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Universal Design for Learning: Universal Design for Learning (UDL) in special education emphasizes designing learning environments that accommodate diverse student needs, similar to how architecture is designed for accessibility. UDL considers how students process information, engage with the environment, and demonstrate their learning while addressing factors like cultural, language, and physical or emotional barriers. By focusing on flexibility in how students achieve the same goals, UDL creates an inclusive classroom that supports learning and growth for all students.

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This website is school and family-related, it is a resource for families, schools, and communities. The Inclusive Schools Network, sponsored by Stetson & Associates, Inc., provides information and resources that facilitate inclusive education practices. It supports schools around the globe by sharing tools and strategies to increase opportunities for students with disabilities and building knowledge of inclusive education.

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The Inclusive Schools Network contains a resource library on its website that contains a variety of tools, tips, and strategies that help you evaluate and improve the status of inclusive education in your school.

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This is a student, school, and teacher-based website that provides several reading strategies for special education students that students could either research on their own or a teacher/support system of some kind could provide them with these strategies.

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This website provides some background information about the correlation between special education and reading and literacy skills.  In the 2020–2021 school year, 15% of public school students were reported to be receiving special education services. Within that percentage, 33% of those students had a specific learning disability like dyslexia. As we all collectively recover from the COVID-19 pandemic, these students must get the support they need during their literacy acquisition journey. Many students have experienced some level of learning loss due to the pandemic, and accelerated learning is being prioritized now more than ever. This can be particularly hard on teachers, especially when there is a national shortage of teachers and content-area specialists. So, how can educators go about supporting special education students without stretching themselves too thin? It all comes down to implementing evidence-backed reading strategies supported by the science of reading. 95% of students can learn to read, even those who have learning disabilities. One of the most common learning disabilities is dyslexia, which can be tricky to spot in students. Potentially 1 in every 5 students in a given classroom has dyslexia, which is why it’s so important to know what to look out for and how to best support these students. This website (Lexia) explains how to identify the early warning signs of dyslexia, as well as how to provide effective interventions that allow for student success.

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Reading comprehension strategies for students with disabilities

1. Provide explicit instruction:

Explicit instruction is an essential part of the Structured Literacy approach to reading, particularly beneficial for students with learning disabilities. It involves clear, step-by-step guidance from teachers, including defining terms, modeling, providing examples, and offering direct instructions on the board to support literacy skills, especially reading comprehension.

2. Build on students’ prior knowledge: Good readers make meaning by linking new information to what they already know. Building prior knowledge is important throughout the reading process, not just for understanding. This approach is particularly helpful for students with learning disabilities. Encouraging students to connect texts to their own experiences before, during, and after reading improves their comprehension.

3. Have students identify themes: Theme identification is crucial for early reading comprehension. For younger students, it involves recognizing the lesson or moral of a story. As students' comprehension skills grow, theme identification becomes more complex. For elementary students, it helps build background knowledge that can be applied to future texts.

4. Use graphic organizers: Graphic organizers are visual tools that help students identify, organize, and remember key concepts from texts. They come in various forms, like Venn diagrams and flow charts, and are especially useful for students with learning disabilities. By focusing on key information, graphic organizers help students avoid getting overwhelmed by unnecessary details.

5. Incorporate literature circles: Graphic organizers are visual tools that help students identify, organize, and remember key concepts from texts. They come in various forms, like Venn diagrams and flow charts, and are especially useful for students with learning disabilities. By focusing on key information, graphic organizers help students avoid getting overwhelmed by unnecessary details.

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The Council for Learning Disabilities outlines what educators should do before, during, and after introducing a new text to students with learning disabilities. Before reading: one of the best things to do is to activate students’ background knowledge. During reading: make sure to teach students what types of questions they should be asking, as well as how to ask them. After reading: show students how to summarize the text they just read. This should be taught explicitly and systematically, as teachers shouldn’t assume that students will understand how to summarize texts automatically

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This website is teacher-related. It provides resources for educators looking for special education teaching assignments and certifications.

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Provides a list of different special education certifications and details about them.

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This website is teacher and school-related. It provides information and answers questions about testing accommodations.

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Answers questions like Who receives testing accommodations? How do IEP and 504 teams determine eligibility for testing accommodations? Can students receive testing accommodations if they do not have an IEP or 504 Plan? What are some examples of testing accommodations? Can students receive testing accommodations on New York State Assessments and Regents exams? Can students receive testing accommodations on middle and high school admissions tests? Can students receive testing accommodations on College Board exams?

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Bookstore | Journals | Webinars | Career Center | Contact Us | Annual Conference

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This website is teacher and school-related. AAIDD is the oldest, largest, and most influential membership organization concerned with intellectual and developmental disabilities. AAIDD promotes progressive policies, sound research, effective practices, and universal human rights for people with intellectual and developmental disabilities. It provides resources for those working with individuals with intellectual disabilities.

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AAIDD’s Goals

1. Enhance the capacity of professionals who work with individuals with intellectual and developmental disabilities.

2. Promote the development of a society that fully includes individuals with intellectual and developmental disabilities.

2. Sustain an effective, responsive, well-managed, and responsibly governed organization.

AAIDD’s Principles

1. Cultivate and provide leadership in the field of intellectual and developmental disabilities that encompasses a diversity of disciplines, cultures, and perspectives.

2. Enhance the skills, knowledge, rewards, and conditions of people currently working in the field and encourage promising students to pursue careers in the field of intellectual and developmental disabilities.

3. Advance the assurance of all human rights of people with intellectual and developmental disabilities, including equality, individual dignity, choice, and respect. Promote genuine accommodations to expand participation in all aspects of life for people with intellectual and developmental disabilities, opportunities for choice and self-determination, and access to quality health, education, vocational, and other human services and supports.

4. Influence positive attitudes and public awareness to contributions of people with intellectual and developmental disabilities.

5. Establish partnerships and strategic alliances with organizations that share our values and goals.

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See what NCLD has been advocating for and get the most recent news on learning and attention issues.

Tell Congress: Pass the RISE Act

We need your help! Ask your member of Congress to support students with learning and attention issues.

Support NCLD

Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

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NCLD - National Center for Learning Disabilities

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See what NCLD has been advocating for and get the most recent news on learning and attention issues. We need your help! Ask your member of Congress to support students with learning and attention issues. Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

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This website is teacher, student, school, and parent-related. It provides resources for those with or anyone who knows someone with a learning disability. The National Center for Learning Disabilities (NCLD) is a non-profit organization focused on building community, sharing resources, and shaping policy to help individuals with learning and attention issues.

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The website provides specific resources and information for Parents/Caregivers, Educators, Young Adults, and Allies/Advocates.

1. Scholarships- the National Center for Learning Disabilities has several scholarships for those with learning disabilities:

1. ADHD College Success Scholarship

2. Anne Ford Scholarship

3. Allegra Ford Thomas Scholarship

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For students with physical disabilities, finding a suitable postsecondary institution can be difficult. Despite certain logistical challenges, however, students with disabilities are well represented on college campuses. And thanks to legislative efforts over the last 50 years, institutions of higher learning have considerably expanded campus resources for those with special needs. Key efforts include the Americans with Disabilities Act (ADA) of 1990 that prohibited discrimination on the basis of disability, the Assistive Technology Act that provided grant funding for technological aids, and Section 504 of the Rehabilitation Act of 1973 that provided equal benefits and services for students with disabilities at publicly funded colleges.

A 2013 National Center for Education Statistics (NCES) report concluded that 2,563,000 students with disabilities were enrolled in the 2011 to 2012 academic year, accounting for 11.1% of all undergraduates enrolled nationwide. Of those students, approximately half were enrolled in public two-year institutions. During that same period, 88% of two-year and four-year title IV degree granting postsecondary institutions reported enrolling students with disabilities.

There is, of course, no one-size-fits-all solution for students with disabilities. What remains consistent, however, are the widespread resources and accommodations given to students with special needs. The NCES report shows that a large percentage of institutions provide additional exam time, classroom note-taking assistants, personal attention from faculty, learning strategy and study skill help, alternative exam formats, and adaptive technology. Colleges are required to make accommodations for students with disabilities to a reasonable extent (i.e. one that does not fundamentally alter the program of study), but not all campuses and buildings are outfitted for special accessibility.

88% of two-year and four-year title IV degree granting postsecondary institutions reported enrolling students with disabilities

For example, a student with a walking disability may need to pay special attention to the layout of the campus to determine if a school is adequately accessible. They need to know where classes are held, how far apart they are, if there are any steep gradients or hills, and how best to be prepared for emergency exits. These are considerations that should be thoroughly researched in advance. If a student does decide to enroll, developing a relationship with the campus administrators and disability services staff as early as possible will be an important part in ensuring a comfortable campus experience.

Transitioning to Higher Education

For students with disabilities, successfully transitioning from high school to college rests heavily on understanding their personal needs, managing expectations, taking advantage of resources, and planning ahead. College is often the first time students live away from family, and this can prove especially challenging as they become immersed in a more rigorous and often less personalized academic environment.

In high school, students are usually in class all day and often have a high degree of contact with their teachers. In college, classes typically meet once or twice a week and teacher contact tends to be more limited, requiring students to schedule visits during office hours. Time management becomes more important and college students will be required to study and complete assignments on their own time (and over longer, unsupervised periods of time) without the benefit of supervised study hall or resource periods.

To prepare for the challenges ahead, it is imperative that students create a comprehensive transition plan prior to enrolling. Students who have an Individualized Education Program (IEP) in high school, for example, can rely on parents, teachers, and counselors to help them identify and outline collegiate goals. Planning well in advance can also give students a sense of independence; a vital trait in the less-forgiving world of higher education.

Students also need to learn how to advocate for themselves, meaning they must have a strong understanding of their interests, abilities, and needs; their situation; and how to voice their concerns. The process of developing these skills should begin as early as possible.

Accommodating Students with Physical Disabilities

Under the Americans With Disabilities Act and Section 504, schools that receive federal funding are not only prohibited from discriminating against individuals with disabilities, but are also required to provide equal academic opportunities to their students and reasonable accommodations for disabilities. These accommodations are determined on a case-by-case basis and may vary from school to school (such as in the approach at a public vs private school). Common accommodations include:

Additional Time

Students with visual or auditory impairments or learning disabilities may require extra time to complete assignments. Provisions might be handled by individual teachers or through recommendations by the student services department. This is often recommended for students with ADHD, visual or hearing impairment, health impairments, mental health issues, and severe physical disabilities.

Modified Courses

This accommodation is more prevalent at institutions designed specifically for students with disabilities than at traditional colleges where large class sizes and set curricula might make it difficult for teachers to provide personalized attention or to modify the class schedule. Modification of a student's curriculum depends upon the evaluations stipulated by Section 504: under this legislation, schools must provide a reasonable amount of accommodation as long as it doesn't fundamentally alter the nature of the academic program. But while some courses only meet the minimum legal accommodations, initiatives like the Universal Design of Instruction are urging educators to make accessible courses that have a greater effect on the various elements of the learning process.

Resource Center

Students with disabilities should seek the on-campus student services office that handles disability resources to learn about the availability of in-class aides, interpreters, note takers, and other academic resources. This is often the best way to identify specific accommodations during the application, enrollment, and attendance process. The extent of services offered by the department are a strong indicator of the overall quality of a school's disability support.

Disability Counselors

Often, prospective college students with disabilities will already be working with a personal counselor or case manager to design their IEP transition plan from high school to college. Once a student enrolls they should meet with the school's student services department, who will then be their primary point of contact. These counselors work with the administration to ensure the school's accommodation efforts comply with disability legislation. Counselors may also track a student through their academic career and assist them post-graduation.

Living Accommodations

Before applying to school, prospective students with disabilities should visit the school's dormitories to determine whether or not living accommodations will be appropriate. Considerations include the number of students per building, noise levels, physical access, and the availability of nearby guidance counseling. It is recommended that students contact the student housing services department for information on all available housing, accessible dining options, and parking.

Support Centers

These resources vary from school to school but a good way to find information is to search a college's website for student clubs, organizations, Facebook pages, distance learning options, and online courses designed for students with disabilities. Though teachers and counselors are often very sympathetic and accommodating to students with special needs, new students might benefit from finding a community of peers to help in the transition to college life.

Assistive Technology

Assistive technology includes apps, software, hardware, and other technological resources that are designed to aid students with physical or learning disabilities. This technology can help students complete work in the classroom, at home, or in any situation requiring additional organization and speed. Many schools offer assistive technology free of charge to students, enabling them to reach their full potential in the classroom. Useful technology for learning assistance includes visual imaging software and a communication board.

When choosing assistive technology it is important for students to find a system that plays to their strengths, addresses fundamental disability issues, and maintains a simple and easy-to-use interface. The technology itself might be complicated, but it is essential that it is relevant and intuitive, enhancing a student's time in the classroom or during study sessions.

Examples of assistive technology

Computer Mouse Alternatives: If dexterity is an issue in controlling a mouse, students can look to alternatives such as a touch pad that senses broad motion, a wireless USB trackball controller that alleviates stress on hands and wrists, or interactive projectors and styluses. A variety of ergonomic designs are also available, such as foot-activated mouse controllers.

Voice Recognition Software: Voice recognition software converts speech to text, which is helpful for physically disabled students who struggle with writing or are unable to. Premium dictation software is able to quickly and accurately do the following: select text, correct and format text, move the cursor, and input various punctuation commands. Other voice-activated tools include web search, customizable commands for your computer, voice and language training, support for foreign accents, and navigation of programs and folders.

Eye Tracking Software: Eye tracking software is an incredibly powerful tool that uses a person's eye movements to control a computer interface, much like a traditional mouse. This technology requires the ability to move the eye, but does not require the movement of any other muscles, making it a vital tool for thousands of people affected by paralysis, strain injuries, or motor disabilities. In a similar vein is eSight, a wearable high-speed camera that captures anything the user is looking at and sends it back in high-definition enhanced LED, enabling users with sight disabilities and low vision to register and control the visual image at various perspective lengths.

Ability Switches: These switches offer people with disabilities an alternate means of interacting with computers and other electronic interfaces. Common mechanisms include mechanical press switches, flat membrane switches, powered switches, wireless switches, or sip/puff switches.

Common Accessibility Apps

Wunderlist helps students stay on track by making it quick and easy to organize assignments, study dates, and more. Students can share lists with classmates and sync them between their phone, tablet, and computer. The app is free and offers a paid version as well. It's available on IOS and Android systems.

Audio Note, a popular note-taking software, combines the functions of a notepad and audio recorder by syncing text and audio. Text cues link to the audio file, highlighting notes and photos in real-time. It is perfect for students who require organizational help mid-lecture.

Penultimate is designed to be used with a stylus or iPad pen and allows the user to write notes as they would on a piece of paper. The program stores this text in a notebook folder and is great for organizing lecture notes, drawings, graphs, or equations.

As the result of a fall, I have an incomplete C7 spinal cord injury (ASIA D). I use a wheelchair for mobility, and have complete use of my upper body, including full dexterity of my hands.

The greatest challenge I faced during my transition to medical school, related to my disability, was moving to a new city and a new school, and being unfamiliar with my new day-to-day. I had to establish a new normal routine. That includes having to figure out if certain buildings were only accessible through specific entrances, if I couldn't take particular paths because of stairs, if particular elevators were slow or crowded and would significantly add to my travel time, and so forth. As anyone with a disability knows, anytime one goes somewhere new, a lot of details have to be thought about and planned beforehand that people without a disability don't have to consider.

Six months prior to starting medical school, I visited the campus and the surrounding area. The administration had organized a meeting that included the deans, facilities engineering, disability services, and a physiatrist. We discussed what accommodations I might need and what challenges I might face. I also took the time to visit different options for housing, and scoped out different neighborhoods. I tried out different ways to get to and from the buildings I needed to use, figured out which entrances were and were not accessible, and tried to scope out any elevators that might or might not be useful (long waits, already full at certain times, etc).

Finding a university that frankly and easily discusses the student's unique challenges and needs is the most important thing. I have met with faculty at some places that were afraid to ask direct questions, as though it was improper. The best way to ensure a university can meet your needs is to pay close attention to how they frame the discussion. If it is frank and candid, and they are clearly hearing what you're saying, that's a great sign.

Finding a university with a well-established disability services department is hugely beneficial. Meet with them before selecting a school and see how well-established they are. If they have worked with a number of students with similar disabilities before, they are likely already facile at helping to acquire any necessary accommodations. However, if a school hasn't had as much experience with students with physical disabilities, I wouldn't necessarily rule them out.If they demonstrate a genuine and strong willingness to work with you and are doing everything they can to get ahead of any challenges, then that's a great sign. A motivated institution that communicates well can be more helpful to a student than a school with an unengaged disability services office. If a school isn't excited to work with you, then it might not be a good fit. Perhaps most important, and not specific to students with a disability, it is critical that you feel comfortable, welcome, and at-home in a chosen school. Feeling like a part of a community is more likely to lead to success and a positive experience.

I think it's important that a university have the resources to ensure the success of its students, regardless of their physical abilities, but it becomes even more important for students with a disability. I would highly recommend connecting with disability services during the application process and setting up a meeting with them to discuss any specific needs and ensure that particular schools are able to meet those needs.

I think this is highly dependent upon the individual student. Some students thrive when connected to a community of other students who also have a disability. In my case, the class size in medical school was so small that such a community did not exist. While it no doubt existed in the university at large, time in grad school is spent closely with others in grad school. For me, this was not a concern -- however, I know a number of other people who felt differently and would have been frustrated with their university experiences if they were not connected to such a community.

The process for me started before I arrived on campus. I met with university staff, professors, people from disability services, as well as engineering, six months prior to enrollment. We spent time in different parts of the school and campus where I would spend my time, and made sure they everything was accessible. They were ready to install power door openers, remove auditorium seats so there would be a space for a wheelchair, and make any other needed adjustments. The process could not have been more conscientious or well-orchestrated.

Don't listen to people who tell you "no!".

Having a mentor is key for any student, and it becomes even more important for those with physical challenges. I was fortunate enough to find people along the way who were engaged in helping ensure I had the support and resources I needed to be successful. When you come across those people, make sure to keep them close.

The biggest way I think family and friends can be supportive during the transition is to be present. Moving is frustrating and challenging for anybody, and it becomes even more difficult for those with physical disabilities. The best support I received was having people around to help with all of the little things that come up -- last minute packing, running to the store to pick up things that are needed, helping arrange furniture or hanging pictures, running other errands, etc. Those little things go a long way to help make the transition a lot smoother.

I think schools should do everything necessary to give the student with a physical disability every chance to be as successful as students without a disability. Providing resources is of course essential, but even more so is having the full support of faculty and administration. There will always be bumps in the road, and that isn't the true measure of what makes a university. What matters is how they respond to those bumps. I was fortunate enough to have administration and disability services offices that were very proactive and involved in ensuring the success of their students. I didn't have to go far, because they were with me every step of the way. They play such a critical role, which is why it's essential to reach out to them before even deciding on a particular school. If they're difficult to work with before you even apply, they aren't going to be any better once you're a student!

Scholarships

1-800 Wheelchair.com Scholarship

Google Lime Scholarship Program

Anne Ford and Allegra Ford Thomas Scholarships

Microsoft disAbility Scholarship

American Council of the Blind Scholarship

Cystic Fibrosis Scholarship Foundation

The Fred Scheigert Scholarship Program

Visit the Scholarship Page
Award Amount: $3,000 (three prizes awarded)
Description: Offered by the Council of Citizens with Low Vision International. The CCLVI Dr. Sam Genensky Video Magnification Award is also offered, providing students with video magnifier technology.C.C.L.V.I. is committed to providing outreach programs and support to people with low vision and to enhancing research and education. Application must be completed online. Applicants should pass low vision requirements, be a full time student at any postsecondary institution, be registered for at least 12 undergraduate units (or 9 graduate units), and maintain a minimum 3.2 GPA. Winners will attend the American Council of the Blind National Convention.

Organization for Autism Research Scholarship Program

Additional Resources

This comprehensive site offers advice for students with physical disabilities and learning disabilities who are continuing on to higher education. The resource section covers college planning, admission procedures, and various advocacy groups for the disabled; the site also hosts a particularly notable guide for parents and students on planning and preparing for college.

The American Association of People with Disabilities is the largest disability rights organization in the country. Their work largely focuses on promoting equal opportunity, independent living and support for people with disabilities and their families. The AADP site offers a number of outstanding resources for students with disabilities applying for college, including links to postsecondary education networks, reports from the National Center for Special Education and Research and resources for finding disability-friendly colleges.

The website for the National Education Association of Disabled Students is an association of 40 campus-based student groups and committees. The mission of NEADS is to assist students with disabilities to "organize at the grassroots level."

The University of Washington's forward-looking Disabilities, Opportunities, Internetworking and Technology website offers resources and news for educators and students interested in creating accessible education for all. Their site offer resources for veterans, employers and over 20 programs for both college students and prospective students.

The federal website for information and resources for the disabled. Topics covered include disability benefits, healthcare, accessible housing and finding a job. Topics also cover civil rights, benefits, technology and education. The education page includes links to student financial aid, college preparation, and strategies for educating and assisting the disabled.

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A Guide for College Students With Physical Disabilities

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For students with physical disabilities, finding a suitable postsecondary institution can be difficult. Despite certain logistical challenges, however, students with disabilities are well represented on college campuses. And thanks to legislative efforts over the last 50 years, institutions of higher learning have considerably expanded campus resources for those with special needs.

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This website is student-focused. It provides a resource guide for students with physical disabilities who are seeking higher education.

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It provides information about different common physical disabilities and gives information about how to navigate transitioning to college with a physical disability and what accommodations colleges can provide, such as Universal Design of Instruction (UDI), Disability Counselors, Extra Time, Living Accomidations, Resource Centers, and Support Centers.

Provides information about what assistive technology, mobile apps, and resources are available for students with physical disabilities.

Answers frequently asked questions about attending college with a physical disability.

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A chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired and results in one or more of the following: limited strength, vitality or alertness including a heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment. The term shall include health impairments due to asthma, attention deficit disorder or attention deficit with hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome, if such health impairment adversely affects a student's educational performance.

General Resources

Diabetes

Lead Poisoning

Attention Deficit Disorder/with Hyperactivity (AD/HD)

Epilepsy

Sickle Cell Anemia

Asthma

Hemophilia

Tourette Syndrome

General Resources

Asthma

Attention Deficit Disorder/with Hyperactivity (ADD/ADHD)

Diabetes

Epilepsy

Hemophilia

Lead Poisoning

Sickle Cell Anemia

Tourette Syndrome
Last Updated: September 2, 2008

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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This website is parent and school-focused. It provides information about some common health disabilities and sources for them.

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It provides information for Asthma, Attention Deficit Disorder/with Hyperactivity (ADD/ADHD), Diabetes, Epilepsy, Hemophilia, Lead Poisoning, Sickle Cell Anemia, and Tourettes Syndrome.

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Having a mental health challenge or a behavioral disorder is more common than most people imagine. In fact, children are diagnosed with mental health disorders at a rate of 6.8% and at an even higher rate in adolescence. It is likely that each of us has known someone with a mental health or behavioral challenge or had one ourselves. Mental health disorders don't discriminate based on age, race, gender, ethnicity, occupation, religion, economic class, or ethnic background. Misconceptions about mental health can contribute to the lack of funding and public support for effective treatment and supports for children and young adults.

Check Your Knowledge

1. True or False: A youth who has biological parents with a mental illness will also develop a mental illness.

Check Answer

False. Research has found that having a biological relative such as a parent, grandparent, or sibling with a mental illness is a risk factor; it does not determine whether someone will develop a mental illness. Other risk factors associated with developing a mental illness include having a chronic medical condition, experiencing abuse as a child, experiencing traumatic life situations, exposure to toxins such as alcohol during pregnancy, or misuse of substances including alcohol or drugs. Research demonstrates that protective factors can help to counteract these risk factors. Examples of protective factors include a good social support system, adequate food, safe shelter, financial security, good problem-solving skills, and access to positive recreational activities.

2. True or False: Children and teens can have a mental illness.

Check Answer

True. Childhood mental health disorder is a term used to explain all mental disorders that can be diagnosed and begin in childhood. Many adults who have a diagnosed psychiatric disorder experienced the onset of their symptoms in adolescence or childhood. Embarrassment, fear, peer pressure, lack of community support, and stigma can prevent or delay a person from getting help. Early intervention is important to managing and recovering from mental health challenges.

To learn more about children's mental health:

3. True or False: Children or youth with mental health challenges never get better.

Check Answer

False. With the right kind of medical care, many children and youth who experience mental health challenges can and do lead healthy, productive, and satisfying daily lives. While the illness may not go away, the symptoms or challenges can be managed with appropriate treatment and support. Many individuals benefit from supports and interventions that are evidence-based and guided by principles of self-determination, recovery, and cultural competency.

To learn more about leading healthy, productive, and satisfying daily lives:

4. True or False: All youth who misuse drugs or alcohol are choosing not to get their act together.

Check Answer

5. True or False: Schools have a responsibility to help children with mental health challenges.

Check Answer

True. Children are required to attend school. Public schools are required to provide education for all students, including those with disabilities. There are options for a child with mental health challenges who is having difficulty with school, including both informal and formal supports. An informal support could be attending a "friendship group" or having a "check-in" person. A formal support might include having a 504 Plan, or doing an evaluation for Special Education services. Some schools have school-wide initiatives to promote the mental health and wellness of all students. These might include positive behavior interventions and supports (PBIS), social-emotional learning (SEL) , school-linked mental health services, bullying prevention initiatives, trauma-informed care, and youth mental health crisis response services.

To learn more about supports in schools:

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Children's Mental Health and Emotional or Behavioral Disorders Project - Inspiring Opportunities

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Families of children with mental health, emotional and behavioral needs often navigate multiple systems to access necessary supports and services. Families may also face additional challenges due to stigma about mental health. PACER's Inspiring Opportunities Project will bring together parents, youth and professionals to help families receive the resources and support their children need.

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This website is parent and teacher-focused. It provides information about different mental health and emotional or behavioral disabilities and how they can affect students educationally.

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Provides information about navigating the educational system, proactive crisis planning at school for children with mental health challenges, and educational laws and planning for children and youth with challenging behaviors.

On this website, you can check your knowledge on mental health facts.