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Definition:

IDEA defines Deafness as: “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.”

This means that the child cannot use their hearing to learn, and must be provided with accommodations to make learning possible.

Prevalence:

Deafness is a low-incidence disability.

1 out of every 8 people in the United States (13 percent, or 30 million) aged 12 years or older has hearing loss in both ears, based on standard hearing examinations.

Background information:

90% of deaf children are born to hearing parents. 10% are born to d/Deaf parents (capital D "Deaf" means the person is not only audiologically deaf but also culturally a part of the Deaf community).

Children born deaf or who lose their hearing early in childhood are almost always counseled by medical providers to wear hearing aids, get cochlear implants, and/or get training speech and lipreading, and are often counseled against sign language in fear that it will make them dependent on signing and not have the motivation to learn to speak and speechread (the preferable term to "lipreading").

Speechreading is a difficult task and is typically about 30% successful/effective for a profoundly deaf person not using residual hearing to help.

Cochlear implantation is brain surgery and comes with risks and benefits as with any medical procedure. There is also a many months or years long training program post-surgery to train the brain to hear and make meaning of the new sounds coming from the device called "mapping". Without successfully completing this training, the input from the implant is machine noise with no linguistic meaning to the brain.

Educational Implications:

IDEA and Section 504 of the 1973 Rehabilitation Act support the notion of a "least restrictive environment" for students with disabilities. This historically has resulted in deaf children being redirected from residential schools for the deaf (which may be far from their homes and require travel and staying in dorms) to local public schools where they may be the only deaf child in the entire school. Although the idea is well-meaning, it often results in less access to education in that there may not be appropriate accommodations in the mainstream setting (FM systems, amplification, loop systems, sign language interpreters, captioning, teachers for the deaf (TODs), etc).

The law states that all children are entitled to a free and appropriate public education (FAPE) and that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives federal financial assistance. This ensures students who are deaf or hard of hearing the right to full access to school and public activities and events, including after-school events.

Another educational implication is that deaf children are often pulled from classes for speech therapy, speech training, time with their teacher of the deaf (TOD) if they have one, etc, resulting in lower achievement in core subjects.

A major implication is in the area of literacy. Children are often taught to read English by sounding out the words phonetically, though without access to this learning just by sight words the task becomes much harder. It also is difficult to access English as a spoken/auditory language before one learns to read. Research has shown that deaf children who are born to Deaf families that use sign language have higher reading and educational achievement scores. This is due to the fact that they already have a fully functional and fluent first language (ASL) as a basis for which to learn a second language (English), whereas children without a first language trying to learn to read in English (a language they haven't mastered like hearing kids coming to learn to read for the first time), is a much harder problem. This is why reading-based accommodations like notetaking, transcription, and captioning often falls short on effectiveness.

Accommodations:

A variety of accommodations are available and different combinations are used to meet the needs of different students, as well as according to the resources of different schools and school districts.

Qualified Sign Language Interpreters (often schools have no one qualified to assess hiring and screening interpreters and hire "signers" who are unqualified)

Deaf interpeters (interpreters who are themselves Deaf and so are culturally and lingustically more expert than most sign language interpreters who learned sign language later in life through college programs and can help mediate and connnect on a deeper level - can be used for every day or for important meetings such as counseling services or medical appointments)

Oral interpreters

Cued speech transliteraters

Notetakers so that the student can attend visually to instruction (because deaf students cannot look and listen at the same time)

Live transcription services

Being grouped with other d/Deaf students within a mainstreamed program

Attending a specialized school for the deaf

FM/loop systems

Hearing aids

Cochlear implants (see above for explanation on mapping)

Extra time on exams

Teachers of the Deaf (TODs)

Captioning

Favorable seating to aid in speechreading

Having the teacher and others face the student with no hands or masks covering their mouth when speaking to them

Speech and language therapy services

Audiology services

Counseling (for sign-users preferably in an accessible way as in with a sign-fluent counselor or with an interpreter, preferably not their every-day school interpreter)

Social considerations:

Of the 90% of deaf children born to hearing parents, a vast majority of parents don't learn sign language, and it is only when the children go to school or even to college or in adulthood that they themselves learn sign language.

For children who learn sign language, for example in a residential school for the deaf or from their interpreter at a mainstream school, there is often very little communication between them and their parents. There is a famous painting done by a Deaf artist called "The Family Dog" that shows a Deaf child laying on the rug, hands painted as paws, while the family chat with blurred mouths on the couch above. This is how many d/Deaf children feel growing up in their homes, which often leads to social/emotional problems which can affect their development and ability to function in school.

Sources:

https://sites.ed.gov/idea/regs/b/a/300.8/c/3

idea-resources.weebly.com/deafness.html

https://www.specialeducationguide.com/disability-profiles/deafness/

https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing#:~:text=One%20in%20eight%20people%20in,based%20on%20standard%20hearing%20examinations.&text=About%202%20percent%20of%20adults,54%20have%20disabling%20hearing%20loss.

https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/legislation-and-policies/laws-impacting-students.html

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The IDEA's Special Education Categories: Deafness

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Emotional Disturbance Defined:
IDEA defines emotional disturbance as follows: “…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behaviour or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”

Characteristics:

Hyperactivity (short attention span, impulsiveness)

Aggression or self-injurious behaviour (acting out, fighting)

Withdrawal (not interacting socially with others, excessive fear or anxiety)

Immaturity (inappropriate crying, temper tantrums, poor coping skills)

Learning difficulties (academically performing below grade level)

Prevalence:
"According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million children (14.5%) aged 4–17 years have parents who’ve talked with a health care provider or school staff about the child’s emotional or behavioural difficulties. (6) Nearly 2.9 million children have been prescribed medication for these difficulties"

Accommodations or Modifications:
Class participation
·       have instructions be clear

·       break down tasks into smaller parts

·       Offer choices

·       provide extra time

Submitting proper assignments

·       testing in small groups

·       allowing the use of calculators in math class

·       extra time to complete assignments

·       having movement breaks

·       Preferential seating arrangements

·       Frequent check-ins with the teacher

·       alternative seating e.g. cushions or bean bag

Ensuring accountability

·       Having clear rules and expectations

·       provide immediate feedback

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

·       Encourage the student to take ownership of their actions

·       Imposing consequences for severe inappropriate types of behaviour

Participation in social activities
·       small group work

·       Buddy system

·       provide additional personal space between desks

Environment and social routines

·       Put up pleasant decorations in the class

·       Provide a calm classroom environment

·       Keep noise levels down

·       Have a predictable schedule

·       Noise cancelling headphones

·       Dim lighting

·       Have clear rules and expectations

·       Use visual reinforcements

Assistive Technologies:
1. Text-to-Speech Software:
in order to not engage too many brain systems at one time
2. reminder devices:
devices used to refocus their attention when they've been distracted e.g. a vibrating watch
3. voice-recognition software:
if their fine motor skills are not that strong, this could be useful and could avoid a lot of frustration and despondency
4. Talk Light:
this is a noise-level monitor that can help you regulate the noise levels in the classroom

References:

https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/

https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/

https://debh.exceptionalchildren.org/behavior-disorders-definitions-characteristics-related-information

https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html

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by Becton Loveless

"Emotional and Behavioral Disorder" is an umbrella term under which several distinct diagnoses (such as Anxiety Disorder, Manic-Depressive Disorder, Oppositional-Defiant Disorder, and more) fall. These disorders are also termed "emotional disturbance" and "emotionally challenged." According to the Individuals with Disabilities Education Act (IDEA), children with emotional and behavioral disorders exhibit one or more of these five characteristics:

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors.

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

3. Inappropriate types of behavior or feelings under normal circumstances.

4. A general pervasive mood of unhappiness or depression.

5. A tendency to develop physical symptoms or fears associated with personal or school problems.

IDEA guarantees students access to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) possible. As such, students diagnosed with emotional disorders (ED) are often included in general education classrooms. However, severe cases often require students to be taught in special education "cluster units," self-contained programs, or even separate schools.

Under the umbrella term of Emotional and Behavioral Disorders, there are two categories: Psychiatric Disorders and Behavioral Disabilities.

Psychiatric Disorders

This category encompasses a wide range of conditions. Psychiatric disorders are defined as mental, behavioral, or perceptual patterns or anomalies which impair daily functioning and cause distress. Some of the most common examples of these diagnoses include:

Anxiety Disorder

Bipolar Disorder (aka Manic-Depressive Disorder)

Eating Disorder (such as anorexia, bulimia, and binge-eating disorder)

Obsessive-Compulsive Disorder

Psychotic Disorder

From a teacher's perspective, psychiatric disorders present a profound challenge for a number of reasons. For one, schools are not hospitals, and teachers can not be expected to "treat" these disorders. Students who struggle with these sorts of challenges are often undergoing treatment and may be receiving medication. Medication can affect people in unexpected ways and, because medical information is confidential, teachers may be unaware why students are acting the way they are. This makes it difficult to respond appropriately to certain behaviors. Additionally, students suffering from these conditions may be simply unable to meet academic and behavioral expectations. In such cases, students need to receive special education interventions of some sort, and may need to be moved into a special education classroom.

Behavioral Disabilities

Children with behavioral disabilities engage in conduct which is disruptive to classroom functioning and/or harmful to themselves and others. To be diagnosed as a behavioral disability, the behaviors must not be attributable to one of the aforementioned psychiatric disorders.

There are two categories of behavioral disabilities: oppositional defiant disorder and conduct disorder.

Oppositional defiant disorder is characterized by extreme non-compliance, negativity, and an unwillingness to cooperate or follow directions. Children with this condition are not violent or aggressive, they simply refuse to cooperate with adults or peers.

Conduct disorder is much more severe. This disorder is characterized by aggression, violence, and harm inflicted on self and others. Students with conduct disorder typically need to be taught in special education classrooms until their behavior has improved enough to allow contact with the general education population.

Strategies for Teaching Students with Emotional and Behavioral Disorders

As with other conditions, students with emotional and behavioral disorders need a positive, structured environment which supports growth, fosters self-esteem, and rewards desirable behavior.

Rules and Routines

Rules need to be established at the beginning of the school year, and must be written in such a way as to be simple and understandable. The wording of rules should be positive: "Respect yourself and others" is a better rule than "Don't hurt anyone." Keep it simple: 6 rules or less.

Consequences for breaking rules should also be established at the beginning of the school year, and applied consistently and firmly whenever the rules are broken. The consequences must be consistent and predictable. When administering consequences, provide feedback to the student in a calm, clear manner. That way, the student understands why the consequence is necessary. Try to avoid becoming emotionally reactive when rules are broken. Emotional reactivity gives the student negative attention, which many children find very rewarding. Remain calm and detached, be firm yet kind. It's a difficult balance to achieve, but crucially important for positive results.

Routines are very important for classroom management. Students with emotional and behavioral disorders tend to struggle with transitions and unexpected change. Going over a visual schedule of the day's activities is an effective way to start the day, and helps the students feel grounded.

Techniques for Supporting Positive Behavior

Students with emotional and behavioral disorders often need to receive instruction in a special education setting because their behavior is too maladaptive for a general education classroom. Here are a few ideas to guide and support growth towards more positive, adaptive behavior:

Token Economy - Students earn points, or tokens, for every instance of positive behavior. These tokens can then be used to purchase rewards at the token store. In order for a token economy to be effective, positive behavior must be rewarded consistently, and items in the token store must be genuinely motivating for the student. This takes a fair amount of preparation and organization, but has proven to be quite effective.

Classroom Behavior Chart - A chart which visually plots the level of behavior of every student in the classroom. Students who are behaving positively progress upwards on the chart; those who are behaving negatively fall downwards. This makes every student accountable, and helps you monitor and reward progress. This won't work if difficult students perpetually stay on the bottom of the chart. Focus on the positive to the fullest degree possible, and keep them motivated.

Lottery System - Similar to the token economy, students who behave in positive ways are given a ticket with their name on it. These tickets are placed in a jar, and once or twice a week you draw one out. The winner of the lottery is rewarded with a prize.

Positive Peer Review - Students are asked to watch their peers, and identify positive behavior. Both the student who is behaving positively and the student who does the identifying are rewarded. This is the exact opposite of "tattle-telling," and fosters a sense of teamwork and social support in the classroom.

Teaching children with emotional and behavioral disorders can be extremely challenging. Remember: fostering and rewarding positive behavior has proven to be vastly more effective than attempting to eliminate negative behavior. Punishment and negative consequences tend to lead to power struggles, which only make the problem behaviors worse. It is not easy to remain positive in the face of such emotionally trying behaviors, but don't give up. Your influence could mean a world of difference to these students who are struggling with an incredibly difficult condition.

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Emotional and Behavioral Disorders in the Classroom

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Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

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Orthopedic Impairment according to IDEA is defined as "Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)."

It is categorized under Low-incidence disabilities (picture included in the link) and it includes impairments caused by:

congenital anomalies - clubfoot, absence of limb

disease - bone tuberculosis

cerebral palsy

amputations

fractures or burns resulting in contractures

Types of Orthopedic Impairment according to Heller and Swinehart- Jones (2003)

Neuromotor (cerebral palsy, spina bifida)

Degenerative Diseases (muscular dystrophy)

Musculoskeletal Disorders (limb deficiency, juvenile rheumatoid arthritis)

Impact of Orthopedic impairment on Mobility:
Lower body challenges - The person may require stick, canes, wheelchair to move around.
Upper body challenges- the person may not be able to move their arms or neck.
These challenges can be permanent or temporary.

Students may not be able to use a pencil to write, move objects, turn pages. They may not be able to take part in active activities. Medical conditions like Arthritis can impact fine motor skills and make the students weak and in-apt to complete longer assignments. These challenges can very from day to day.

Accommodations and Adjustments:

tables that are adjustable

Seats that are special designed to help with posture such as chairs with back/ arm rails etc

Occupational / physical therapy

wheelchair accessible classrooms, work sites

wide isles and areas in the hallways and classrooms.

Handles and support bars in buildings, restrooms etc.

course materials made accessible for students in digital format

sitting down when speaking with a person on a wheelchair to create a more comfortable space for conversation.

giving more time to students to finish their exams or making alternative arrangement for testing.

equipment and materials made available and accessible within reach of the students with disability.

Assistive technology

Low tech slant boards and book stand that are adjustable. It keeps the book in place and keeps the pages open.

Grip tools designed to hold things helping support co-ordination.

iPad

e-books makes it easier as students don't need to keep the pages of the book open. features like highlighting, zooming, swiping and read test out loud makes it quite convenient.

cup holder helps hold cups in place and doesn't get knocked over easily.

Alternative pointing system instead of using a mouse such as Trackballs that can be used by feet.

Using Switches instead of a keyboard. they are simple clicks that having many buttons on the keyboards.

Word prediction software to predict/prompt user with list of choices.

Resources
https://assistedtechnology.weebly.com/at-tools-for-physical-needs-meredith-chen.html
https://simplyideadotorg.wordpress.com/category/orthopedic-impairment/
http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-10-Special_Education_Eligibility.pdf
https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/
https://crsreports.congress.gov/product/pdf/R/R46566
https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities

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IDEA defines "Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness."

Technologies for Visually Impaired:

Screen Readers
Camera Scanners, OCR and text -to-speech
Smartphone text detection - OCR - text-to-speech apps
Daisy Player
Braille displays and notetakers
Screen magnification
Graphing and Maths Technology

This is considered a low incident impairment

Accommodations:

Changes in the medium used:

braille

large print

audiotape

electronic text

oral testing/scribing

Changes made in the way materials are presented

Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.

The teacher or presenter should verbalize all information as it is written on the board or overhead.

Information presented on the board should be in a high contrast color.

Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.

The computer screen should be eye level and tilted to avoid glare.

Use recorded text as needed.

Classroom recording of lectures/instruction by the student.

Large Print textbooks/materials.

Braille textbooks/materials.

Clear, dark copies of worksheets.

Use of a reading guide to assist in keeping place while reading and completing worksheets.

Present materials against a plain background

Use a good contrast background and present on a contrasting tray or mat.

Time requirements:

Time and a half or double time

Consideration for the student's reading/writing speed

Consideration for the time needed to use adaptive equipment

Consideration for eye fatigue and scanning ability

Changes in the way students demonstrate learning

Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).

Avoid activities requiring extensive visual scanning.

Avoid visually cluttered materials.

Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.

Use of bold line paper.

Use of raised line paper.

Abbreviated homework assignment (includes all concepts, just fewer items).

Shorter written assignment.

Oral testing.

Changes in Setting:

preferential seating in the classroom for all films, assemblies and demonstration lessons.

seated facing away from windows.

permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment

Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.

Open and close doors fully (a half-open door can be a dangerous obstacle).

Eliminate unnecessary background noise. Consider isolation headphones.

Eliminate clutter from the room, particularly in aisles and movement paths.

Place materials in consistent places so that students know where particular items are always located.

Preferential locker position and locks with keys vs. combination locks.

Use of task lighting as needed.

Sources:
https://study.com/academy/lesson/students-with-low-incidence-severe-multiple-disabilities.html#:~:text=Low%20incidence%20disability%20examples%20include,common%20among%20the%20students%20population.

https://www.adcet.edu.au/inclusive-technology/blind-and-vision-impaired

http://idea-resources.weebly.com/visual-impairment.html

https://www.teachingvisuallyimpaired.com/accommodations--modifications.html

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Speech Language Impairment Definition by IDEA:

Speech Language Impairment is a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that absolutely affects a child's educational performance.

Four Major Kinds of Speech and Language Disorder That Affect Children:

Articulation | speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”);

Fluency | speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns;

Voice | speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness; and

Language | language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say.

Prevalence:

Speech and language impairment students make up 20% of students receiving special education service.

Challenges Students with Speech and Language Impairment Face:

These students have difficulties expressing themselves and therefore they don't feel comfortable speaking up in classroom and not participate much in discussions. These student are often quiet and shy and unfortunately they are frequently targets of bullying because they don't speak up for themselves.

Classroom Accommodations for Speech and Language Impairment:

1. Develop a way for the student to ask for help.

2. Minimize classroom noises and distractions.

3. Do not assume understanding of spoken instructions.

4. Modify grading based on speech and language impairment.

5. Give student enough time to express themselves.

6. Do not interrupt a slow speaker.

7. Provide SLP students copies of class notes.

8. Give assignments to SLP students both orally and written.

Assistive Technologies for Speech and Language Impairment Students:
Assistive technologies for SLP students usually start with computer software program that are designed to improve the child's speech and language ability.

Augmentative and Alternative Communication (AAC) devices:
One of the most common AAC device is a picture board that has a touchscreen. The SLP users can pick pictures that help them to speak their wants and needs. It can also generates speech based on the pictures or words chosen by them. Most of the boards can be customized based on the SLP users' needs.

Applications on iPad(Verbally and  Proloquo2GO)
These are text-to-sound applications designed for ipad that can be used to helps SLP users' words be translated into speech. The speech may not be their own voice, but usually, the type of voice used can be chosen.  They can type in whatever they want to say and the apps will speak for them.

References:

https://www.parentcenterhub.org/speechlanguage/

https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment

http://splimpairments.weebly.com/classroom-accommodationsmodifications.html

http://splimpairments.weebly.com/technology.html

https://dynomapper.com/blog/27-accessibility-testing/463-assistive-devices-for-impairments-in-hearing-voice-speech-and-language

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Definition & Background
Autism or ASD can be defined simply as:

A developmental disorder characterized by abnormal or impaired development in social-communication skills and restricted and/or repetitive patterns of behavior.

Although the definition seems simple or concise, the spectrum is hard to pinpoint with specifics, and is more of an umbrella term. Classifying the needs of students with ASD is further complicated as each unique individual has their own divisions - some may excel at math but have poor playground skills, whereas another may be the opposite.

Statistically, ASD is more prevalent in boys than girls. About 1 in 44 children is affected by ASD in the US.

There is no cause but genetics are considered the main factor in ASD cases.

There is no set cure/treatment, but early intervention supports the best way forward for a healthier life span. Those with ASD may get occupational therapy, speech therapy, or play therapy.

Sympthoms: Communication & Social Challenges
Students with ASD may be affected in verbal and non-verbal communication in the following:

Spoken language

Gestures

Eye contact

Facial expressions

Tone of voice

Expressions not meant to be taken literally

Additional social challenges can include difficulty with:

Understanding emotions and intentions in others

Recognizing one’s own feelings

Expressing emotions

Feeling overwhelmed in social situations

Taking turns in conversation

Gauging personal space

In School
ASD may affect IQ, which has significant academic implications. 40% of ASD children are non-verbal. For others, they may perform fine with subject matter but may struggle with socializing or sensory issues - thisn hampers their well-being in school (66% of ASD diagnosed children reported being bullied). Self-injuring behavior or "bolting" to safety are also two traits of ASD which hold detrimental results.

Technology & School Accomodations that Support ASD
+ IWB
Teachers interviewed in a study at Ohio University remarked  “computer-aided education has largely proven to be more effective and efficient, primarily owing to additional motivation enhanced by the interaction with the computer.” IWB (or Interactive White Boards) were one tool that was recorded as being beneficial to those with ASD.

+ iPads
The use of iPads was shown to improve assignment completion. Both forms of technology increased interaction and interest. iPads help with communication and have enabled ASD students to have a voice. Their easy-to-use and colorful apps also helped in comparison to pencil and paper activities.

+ Classroom Enviornment
For making the classroom more accommodating. The following have been recommended:

visual schedules

earplugs

sufficient exercise

sensory retreat spaces

A combination of these are suggested to provide better environment for those with ASD. Many students with ASD are able to process information when presented visually. This suggests that visuals in the learning in environmet are key.

Sources
https://files.eric.ed.gov/fulltext/EJ1184159.pdf

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

https://www.autismspeaks.org/autism-statistics-asd

https://www.youtube.com/watch?v=AfRj4ubpkws&t=1s

https://www.iidc.indiana.edu/irca/articles/characteristics-of-individuals-with-an-asd.html

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Autism Speaks: Help Create a Kinder, More Inclusive World :60

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Definition and Background

As defined by IDEA: Hearing impairment means 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.”

Hearing impairments is a sensory impairment that requires a hearing assessment by a qualified professional.

Hearing impairment is a disability that is sometimes visible and often easily observable. This disability generally requires
a medical or clinical diagnosis as well as an evaluation of educational needs by a multidisciplinary team.

Incidence Classification

Hearing impairment is a Low-incidence disability.

According to the definition in IDEA, hearing impairment is classified as a low incidence disability. Hearing impairment is uncommon.

How Common is Hearing Impairment?

Each year in the United States, more than 12,000 babies are born with a hearing loss.

75% of deaf and hard of hearing people have to do with studying in normal schools where other normal kids study.

What are the signs?

It could be noticed that a child:

does not respond consistently to sounds or to his or her own name;

asks for things to be repeated or often says “huh?”

is delayed in developing speech or has unclear speech;

turns the volume up loud on the TV and other electronic devices. (CDC, 2012 in Center for Parent Information and Resources).

Educational Implications

Hearing loss does not affect a person’s intellectual capacity or ability to learn. However, children who are hard of hearing or deaf generally require some form of special education services in order to receive an adequate education. Such services may include:

regular speech, language, and auditory training from a specialist;

amplification systems;

services of an interpreter for those students who use sign language;

favorable seating in the class to facilitate lip reading;

captioned films/videos;

assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction;

instruction for the teacher and peers in alternate communication methods, such as sign language; and
counseling.

Hearing Impairment Assistive Technologies

According to IDEA, Assistive Technology is defined as  "Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities."
Some devices convey information visually, and some devices enhance auditory information.

Devices to Enhance Listening

FM systems: With FM systems, sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone.

Infrared and Audio Induction Loop systems: While not as common as FM systems, these assistive technologies may also be used for listening in large spaces, including schools, religious institutions, and theaters. An Infrared system uses invisible light beams to carry sound to a personal receiver.

Devices to Convey Information Visually

Captioning

Captioning is an important vehicle to assist individuals who are deaf and hard of hearing when accessing media. TVs include settings for the user to enable closed captioning of programs that offer this feature. Captioning can be very effective for lessons involving audio or video (A/V).

Real-Time Transcription

There are real-time transcription systems that provide instant translation of the spoken word into English text using a stenotype machine, notebook computer, and real-time software. It can provide real-time transcription in the classroom.

References:

https://successforkidswithhearingloss.com/idea-law-summary-information/

https://crsreports.congress.gov/product/pdf/R/R46566

https://www.sstregion12.org/LowIncidenceDisabilities1.aspx#:~:text=According%20to%20the%20definition%20in,needed%20in%20order%20for%20chidlren

https://www.parentcenterhub.org/hearingloss/#:~:text=Definition%20in%20IDEA,-It's%20helpful%20to&text=Hearing%20impairment%20is%20defined%20by,affects%20a%20child's%20educational%20performance.%E2%80%9D

https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/assistive-technology/assistive-technologies.html

https://www.cchatsacramento.org/blog-and-events/assistive-technology-for-children-with-hearing-impairment-in-classroom

https://www.transcriptionstar.com/educational-transcription/realtime-education-transcription.html

https://www.blinn.edu/disability/real-time-transcription.html

https://www.youtube.com/watch?v=RBldM6aFQaA

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According to IDEA, a specific learning disability is “a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.”

While unique to the individual, specific learning disabilities typically fall into one of four categories:

Spoken Language (listening and speaking),

Written Language (reading, writing, and spelling),

Arithmetic (calculation and concepts), and

Reasoning (organization and integration of ideas and thoughts).

The effects of LD manifest in different ways and range from mild to severe. LD may also be present alongside other LD and can include the following:

Dysgraphia
Dyscalculia
Dyspraxia
Nonverbal Learning Disorder
Dyslexia

StudyCorgi of StudyCorgi.com states

"Learning difficulties can impede the ability to focus, be attentive, organize oneself, plan one’s time, or abstractly reason. Personal and workplace relationships can be affected too."

Assistive Technologies that can aid students with Learning Disabilities range from things like robots designed to aid children with math and social skills removing the need for a tutor to augmented and virtual reality-related projects and assignments which can keep students engaged and visually represent the material.

Assistive Technology for Dyslexia

Text-to-speech software has become prevalent quite accessible to those with internet access in recent years. It has been proven to be of great aid to many suffering from Dyslexia as it can help them read and analyze text in a digital format. Instead reading text in a given book, screen, etc. an automated voice speaks out loud what is written allowing the individual with the LD to simply listen or listen and read together. Comprehension is able to take place at a much faster rate.

Another assistive tool for those with Dyslexia is Speech Recognition software. This allows the user to dictate or talk to a computer that uses software to convert what is spoken into text. This can be immensely helpful to those who may have difficulty with written communications.

Mind mapping software is helpful as it is specifically designed to allow those with Dyslexia to plan their work more effectively.

Scanning software and hand reading pens allow users to store and listen to text found in books and other documents.

Some Spell Checkers are specifically designed with Dyslexia in mind. They make automatic corrections to written communications.

There are also Smartpens that can be used to write text, but also track the written text and recreate the text in digital form.

There are a wide range of Tablets, Smartphones, and Applications that can help individuals manage their time and task lists more effectively. They can also work in conjunction with other hardware devices like Smartpens.

Computer-based learning programs are specifically written for those with Dyslexia and can help sharpen their skills in reading, writing, touch-typing and numeracy.

Assistive Technologies in the classroom can aid students in multiple ways. Here are a few:

Improve visual tracking skills

Teach cause-and-effect links

Help students with social disabilities

Improve time-management skills

References

https://ldaamerica.org/advocacy/lda-position-papers/what-are-learning-disabilities/#:~:text=The%20Individuals%20with%20Disabilities%20Education,to%20listen%2C%20think%2C%20speak%2C
https://www.dyslexia.uk.net/services/assistive-technology/

https://studycorgi.com/blog/assistive-technology-for-learning-disabilities/

https://www.washington.edu/accesscomputing/what-are-specific-types-learning-disabilities

https://files.eric.ed.gov/fulltext/EJ967467.pdf

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Assistive Technology for dyslexic people - The Dyslexia Association

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Traumatic Brain Injury

Defination:

A traumatic brain injury is "produced by an external physical force, resulting in entire or partial functional disability or psychosocial impairment, or both, that adversely impacts a child's educational performance," according to the Individuals with Disabilities Education Act (IDEA). The term refers to open or closed head injuries that affect one or more cognitive, linguistic, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech.

How Common is Traumatic Brain Injury?

Each year, more than a million kids suffer brain damage. Due to their brain injuries, more than 30,000 of these kids have lifelong difficulties.

Because people frequently forget to disclose situations that may have caused a brain injury, many refer to this TBI as the silent epidemic. Children are especially vulnerable due to car accidents, sports, and falls. Traumatic brain damage is a possibility anytime a concussion is received.

Technologies for Traumatic Brain Injury:

1. Speech Generating Devices

When Traumatic Brain Injury affects a person's ability to express and understand written and spoken language, Speech Generating Devices assist teachers, parents, and peers in communicating with a brain injury.

2. Recording devices

Recording devices support students with brain injuries to work in class. They could have the chance to listen to the class content many times to take notes and keep in the process.

3. Writing Assistance in the Assistive Devices

Since Traumatic Brain Injury affects a person's fine motor skills and ability to understand and communicate, Writing Assistance supports their oral abilities and vocabulary used during writing.

Support from teacher:

Provide a specialist teacher to assist the student with Traumatic Brain Injury.

Minimize arousal in the classroom

Dividing tasks into smaller ones

Give them a checklist of activities to do each day, repeat and review assignments with them, and allow additional time for tests and studies.

Relate new knowledge to previous understanding.

Use goals that are well-defined and significant.

Increase interest by engaging in novel, engaging activities.

Divide assignments into manageable, concise sections.

Don't write too much on worksheets, notes, etc.

Use both spoken and visual signals.

Support from the learning environment:

Avoid spaces that are close to windows, doorways, and traffic.

De-clutter the workspace by removing extra furniture, materials, and decorations.

Reduce background noise by trying out earplugs, ear muffs, or headphones or adding background noise like white noise or soft music on a walkman.

Reduce triggers caused by the environment and situations (changes in routine, structure, noise, clutter, activity, fatigue, stress, frequent transitions, etc.).

Help the learner with strategies by assigning a companion, assistant, or tutor.

Give the pupil the chance to take breaks.

References:
“Return to School and Traumatic Brain Injury or TBI.” Www.youtube.com, www.youtube.com/watch?v=ogGj6zCYJq0. Accessed 3 Oct. 2022.
Social Sciences, Health. “LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies.” Guides.library.illinois.edu, guides.library.illinois.edu/c.php?g=497977&p=3409451.
“Teaching Strategies Traumatic Brain Injury | Community College of Aurora in Colorado: Aurora, Denver Metro, and Online.” Www.ccaurora.edu, www.ccaurora.edu/mycca/web/accessibility/teaching-strategies/tbi.
“Traumatic Brain Injury Resources.” Www.ocecd.org, www.ocecd.org/TraumaticBrainInjuryResources.aspx.

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Return to School and Traumatic Brain Injury or TBI

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Intellectual Disability - Angelica Plata

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Intellectual Disability - Angelica Plata

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INTELLECTUAL DISABILITY (ID)

Definition

Intellectual disability (ID) is a condition with limitations in intellectual functioning and adaptive behavior, significantly impacting daily living. It can happen any time before a child turns 18 years old, even before birth. These limitations have an impact on an individual´s development and learning.

Causes

Some possible causes include:

Problems during pregnancy or birth

Exposure to certain diseases or toxins

Genetic factors

Childhood illnesses and injuries

Head trauma

How to assess ID?

Evaluating two areas:

Intellectual functioning: using cognitive tests that provide an IQ score. Scores below 70 are considered ID.

Adaptive behavior: specific skills are assessed by professionals.

Types of Intellectual Disability according to severity:

Mild intellectual disability: IQ 50-69

Moderate intellectual disability: IQ 35-49

Severe or profound intellectual disability: IQ 34 or below

Prevalence

It is the most common developmental disability. Around 1-3% of the world population has ID.

Intellectual disability is significantly more common in low-income countries.

Challenges for individuals with ID

Delay in achieving developmental milestones

Difficulty with problem-solving, abstract thinking, or learning from experiences

Difficulty acquiring new skills or concepts

Difficulty following instructions

Slower processing information

Difficulty remembering and/or retrieving information after a short period

Poorer attention or concentration as compared to other peers

Difficulty with adaptive behaviors of daily routines

Difficulty communicating

Difficulty with social participation

Self-esteem

Safety

Use of money

Personal care

Tips for families
Even though it is a life-long term condition, with appropriate support and teaching, most individuals can learn to do many things. These can help a child with ID.

· Ask for help to get an early intervention

· Connect with other parents in the same situation

· Encourage independence

· Educate yourself

· Look for opportunities in your community for different activities

· If possible, get help from a multidisciplinary team: neurologists or developmental-behavioral pediatricians, orthopedists, physical therapists, and occupational therapists, speech pathologists and audiologists, nutritionists and social workers

Tips for teachers

· Educate yourself

· Talk to special educators

· Implement a functional curriculum to help them with essential life skills

· Be as concrete as possible

· Expose them to a general curriculum

· Break down the content

· Provide positive and encouraging feedback

· Teach concepts one at a time.

· Work together with the student’s parents

Assistive Tech

· Use manipulatives in the classroom

· Teach the abstract using concrete examples

· Subject-specific software

· In math class, provide kids with a calculator and teach them how to use it.

· One-on-one teaching

· Pens with special grip

· Speech-to-text recognition tools

· Spell and grammar checkers

· Graphic organizers

For more information, please watch the following videos:

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

https://www.youtube.com/watch?v=8PFHdI4k7A4

References:

https://www.specialolympics.org/about/intellectual-disabilities/what-is-intellectual-disability

https://medlineplus.gov/ency/article/001523.htm

https://www.aaidd.org/intellectual-disability/definition#.Vht10M6wq2c

https://aegyokawaiisneurodiversityblog.wordpress.com/2015/10/13/intellectual-disability/

https://www.parentcenterhub.org/intellectual/#freq

https://psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

https://www.dynamics-psychology.sg/assessments/intellectual-disability.html

https://www.youtube.com/watch?v=K6WmGhY8Q4I

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