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Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

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Individuals with Disabilities Education Act

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(5) Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section.

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Sec. 300.8 (c) (5) - Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (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:

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

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

Inappropriate types of behavior or feelings under normal circumstances.

A general pervasive mood of unhappiness or depression.

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

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Cortical or cerebral visual impairment (CVI) is a form of partial vision impairment caused by a brain disorder, not an eye problem. The term neurological vision impairment (NVI) covers both CVI and blindness. Those with CVI may experience improved vision often brought on by therapy, however, there is no known cure for the condition. CVI can impair learning and social interaction. "A learning disorder or difficulty is commonly “diagnosed” in children presenting significant delay in their development of several functions." (American Psychiatric Association)

What is it like to have CVI? - YouTube

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Visually impaired can ‘see’ with this assistive technology - YouTube

Assistive technology (AT) can support those who are blind or have low vision in all academic areas as well as in expanded core curriculum.

The 3 Types of AT for CVI

Low-Tech AT (low-cost; little maintenance): pencil grips, highlighter tape or  pens, and adapted  furniture

Mid-Tech AT (moderate price; commercially available): adapted keyboards, electronic dictionaries, and tape or digital recorders

High-Tech AT (expensive; expensive; training required): word prediction software, talking calculators, and hearing aid and/or assistive listening device
(Maurya, 2018)

AT Software Suggestions:

-Text to Braille (requires Braille printer)
-The Kurzweil Reader textbook/handout scanner
-JAWS for Windows talking computer system
-Dragon Naturally Speaking voice recognition
-Pictures in a Flash (PIAF) (requires thermal printer)
-CCTV (text magnifier/screen)
(Virginia Western Community College)

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Visually impaired can ‘see’ with this assistive technology

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https://www.lvib.org/wp-content/uploads/2021/06/96868339_s-Braille-alph-num-sym-BLACK.jpg

To accommodate students with CVI, schools may:

-Provide seating in the front of the classroom.
-Allow tape recorders.
-Writing on board provided orally or duplicated in braille.
-Testing with a reader or assistive technology.
-Provide interpreting materials (photos, diagrams, graphs, charts).
-Textbooks with audio versions.
-Guide dogs permitted in classrooms.
-Volunteer note taker.
(Virginia Western Community College)

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Writing for Granite State College, Paula Lombardi defines Orthopedic Impairment (OI) as "a motor disability stemming from a medical condition such as cerebral palsy, spinal bifida, muscular dystrophy, or a traumatic injury that adversely affects the child's ability to access their education." (Lombardi)

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According to Lombardi, there are a number of ways to accommodate learners with OI. Some of these include:

- "accessible locations for classrooms, field trips, and other places of learning

- tables that tilt and have adjustable height

- keeping equipment within reach

- note takers and assistants

- computers with speech input

- alternative testing arrangements

- access to disabled parking spaces, wheelchair ramps, curb cuts, and elevators

- providing course and program materials in electronic format

- making learners in wheelchairs more comfortable by sitting or moving back when speaking for more than a few minutes" (Lombardi)

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Lombardi puts assistive technology for students with OI into several categories. These include:

"Environment Access:
- making aisles, doorways, restrooms, classrooms and building entrances wheelchair accessible

Furniture:
- flexibility in the positioning of keyboards, computer screens, and table height
- wood blocks can be used to to raise the height of the table
- carboard boxes can be used to raise the heigh of a keyboard

Keyboard Access:
- pointers can be held in the mouth or mounted to a hat and used to press keys on a standard keyboard
- alternative keyboards, such as mini-keyboards, can help with people who have a limited range of motion
- extra-large keys can help for those with good range-of-motion, but poor dexterity

Low-Tech Assistance:
- adhesive Velcro can be used to mount switches or power controls and provide simple solutions to computer access barriers
- slant boards or cup holders are effective as well" (Lombardi)

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Our Technology for Equal Access: Mobility Impairments

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Lombardi, Paula. “Orthopedic Impairments.” Understanding and Supporting Learners with Disabilities, https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/#:~:text=Educational%20Orthopedic%20Impairment%20(OI)%20means,ability%20to%20access%20their%20education.

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American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

Maurya, Hemant Kumar. Assistive Technology for Students with Visual Impairment in Inclusive Education. Banaras Hindu University. March 2018. https://www.researchgate.net/publication/344335693_Assistive_Technology_for_Students_with_Visual_Impairment_in_Inclusive_Education.

Virginia Western Community College. Website. https://www.virginiawestern.edu/faculty-staff/disability-accommodations/visually-impaired/.

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Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there’s a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better.

Hearing loop
FM systems
Infrared systems
Personal amplifiers

Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

picture board
keyboards
touch. screens
speech-generating devices
text telephone or text telecommunications devices
voice recognition software
captioned telephones

Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.

Visual alert signalers
wake-up alarm systems: ex. flashing lights, horns, gentle shaking remote receivers
portable vibrating pagers

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Accommodations 101: Assistive Listening Devices

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Close Windows and reduce background noise.

Incorporate visual aids like images, charts, diagrams, and videos to complement verbal communication.

Provide captions or transcripts when using video or audio materials.

Get hearing-impaired students to sit at the front of hte classroom to ensure they can see and hear clearly.

Speak clearly and face the class: When you speak, face the class, and speak slowly and clearly, so that they can read your lips

Provide notes that summarize the key points covered in the lesson.

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Utah Schools for the Deaf and the Blind USDB

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Deaf and Hard of Hearing Students in the Classroom

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American Speech-Language-Hearing Association. (n.d.). Hearing Assistive Technology. American Speech-Language-Hearing Association. Retrieved March 19, 2023, from https://www.asha.org/public/hearing/hearing-assistive-technology/

Hearing Assistive Technology. Hearing Loss Association of America. (2022, October 18). Retrieved March 19, 2023, from https://www.hearingloss.org/hearing-help/technology/hat/

Move to Include. (2021, February 24). Assistive technologies in the classroom: Move to include. PBS LearningMedia. Retrieved March 19, 2023, from https://www.pbslearningmedia.org/resource/assistive-technologies-in-the-classroom-video/move-to-include/

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According to IDEA, autism is “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in [IDEA].”

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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AT for Communication:
low-tech:
picture boards, picture cards
mid-tech:
speech generational apps (ex. Proloquo2Go, TouchChat HD)
speech therapy apps (ex. Articulation Station, LAMP Words for Life)

AT for Social Skills
low-tech: Social Stories, Social Skills Cards & Games to teach social skills
mid-tech:  video modelling & apps (ex. Model Me Kids)
High-Tech: Socially Assistive Robots (ex. Kiwi, QTrobot)

AT for Sensory Challenges
low-tech: ear plugs, weighted vests, tinted glasses (to avoid excessive sound and light) ball pits, weighted blankets, and vests
mid-tech: noise-cancelling headsets, squeeze machines, Sensory Break Apps (ex. popping bubbles, meditating, following images with eyes, or playing repetitive music)

AT for safety:
door chains, baby gates, latches, ID bracelets, tracking devices

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Non-verbal children living with autism learning to communicate via electronic devices

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similar, consistent routines

behavioral reinforcement system

advanced warning when changes are anticipated

practicing of communication strategies and social routines

quiet area where the student can take a time-out if necessary

visual schedules and graphic organizers

visual or written instructions (ex. schedule)

word processing applications or programs

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Helping children with autism succeed in a general ed classroom

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Centers for Disease Control and Prevention. (2022, March 28). Signs and symptoms of autism spectrum disorders. Centers for Disease Control and Prevention. Retrieved March 15, 2023, from https://www.cdc.gov/ncbddd/autism/signs.html#:~:text=Autism%20spectrum%20disorder%20(ASD)%20is,%2C%20moving%2C%20or%20paying%20attention.

Rudy, L. J. (2023, March 7). Overview of assistive technology for autism. Verywell Health. Retrieved March 15, 2023, from https://www.verywellhealth.com/assistive-technology-for-autism-5076159

University of Washington. (2022, May 24). What are typical challenges and accommodations for students with autism spectrum disorder? What are typical challenges and accommodations for students with Autism Spectrum Disorder? | DO-IT. Retrieved March 15, 2023, from https://www.washington.edu/doit/what-are-typical-challenges-and-accommodations-students-autism-spectrum-disorder#:~:text=earplugs%20or%20noise%2Dcanceling%20headsets,written%2C%20rather%20than%20auditory%2C%20instructions

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Definition：
The Individuals with Disabilities Education Act (IDEA) defines traumatic brain injury as an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; physical functions; information processing; and speech.

Shiqi Huang

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“Home-made” aids are simple solutions for many types of cognitive problems.
A large print calendar
A checklist
Small voice recorders
Handheld microcomputers
The Ultra Key Seeker beeps and flashes

Shiqi Hunag

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

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

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

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

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

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

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

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

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

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

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

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

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Assistive Technology for Individuals with Traumatic Brain Injury | BrainLine

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

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Simple Ways to Help Your Child Succeed in School After a TBI

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In the Classroom: What Are the Signs of Traumatic Brain Injury？

Physical disabilities: Individuals with TBI may have problems speaking, seeing, hearing, and using their other senses.

Difficulties with thinking: Because the brain has been injured, it is common that the person’s ability to use the brain changes.

Social, behavioral, or emotional problems: These difficulties may include sudden changes in mood, anxiety, and depression.

Shiqi Huang

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Tips for Teachers：

Find out as much as you can about the child’s injury and his or her present needs.

Give the student more time to finish schoolwork and tests.

Give directions one step at a time.

Show the student how to perform new tasks.

Have consistent routines.

Check to make sure that the student has actually learned the new skill.

Show the student how to use an assignment book and a daily schedule.

Realize that the student may get tired quickly.

Reduce distractions.

Keep in touch with the student’s parents.

Be flexible about expectations.

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Targeting Teachers in Treating Brain Injury in Children

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“Traumatic Brain Injury.” Center for Parent Information & Resources, NICHCY, 16 June 2010, www.parentcenterhub.org/tbi/.

Disability Rights New Jersey. 1-800-922-7233 or 1-800 DIAL TEC in New Jersey, www.drnj.org/atac. Posted on BrainLine April 11, 2011

Brainline. Identifying a TBI: A Teacher's Role. https://www.youtube.com/watch?v=L1qix1JeTsI

Brainline. Targeting Teachers in Treating Brain Injury in Children. https://www.youtube.com/watch?v=pB3rTRM75GU

Brainline. Targeting Teachers in Treating Brain Injury in Children. https://www.youtube.com/watch?v=pB3rTRM75GU

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According to Yale Medicine, a developmental delay is "when a child's progression through predictable developmental phases slows, stops, or reverses." Symptoms include slower-than-normal development of motor, cognitive, social, and emotional skills. Developmental delay can be caused by "prematurity, medical problems (stroke, chronic ear infection, etc), lead poisoning, and trauma. Children can lose the motivation to move forward due to several factors, such as "being emotionally upset, trauma, or as a reaction to an environment that isn't meeting the child's developmental needs." (Yale Medicine)

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Accommodations for Learners with Developmental Delays

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Accommodations for Learners with Developmental Delays

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interventioncentral.org provides several accommodations that can help learners with developmental delays. "Posting a clear and predictable daily schedule" can help add structure to the classroom. Depending on the learner's skill level, the schedule can "consist of objects that represent schedule entries. A wrapped snack bar, for instance, can represent snack times, while a book can represent circle time - when the teacher reads a story to the class." (Intervention Central). For building motivation, "alternate preferred and less-preferred activities. Students are likely to put more intense (and more sustained) effort into challenging assignments when they know that they can take part in a fun or interesting activity at the end of it." (Intervention Central)

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Assistive Technologies for Learners with Developmental Delay

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Assistive Technologies for Learners with Developmental Delay

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Writing for thetechedvocate.org, Matthew Lynch provides several assistive technologies that can help students with developmental delays succeed. The first of these is audiobooks. Lynch writes that "one of the areas where many students with this diagnosis fall behind is in literacy and reading. Audiobooks are frequently recommended as an alternative to traditonal reading." (Lynch). He particularly recommends AbleNet Bookworm, which can turn any book into an audio book. Lynch says some students may need more help communicating what they need to say, as well as asking questions. In this case, "text-to-speech software could help students to gain control of what they need to say." (Lynch). When students with developmental delays "have a difficult time understanding and processing all of the sounds that bombard them in the classroom, FM systems can help by connecting the teacher and student in an audible way with radio broadcast technology. The student holds the receiver while the teacher has the microphone. This arrangement allows the student to hear the teacher more clearly without interference from classmates and other background noises." (Lynch)

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“Developmental Delay.” Yale Medicine, Yale Medicine, 11 Aug. 2022, https://www.yalemedicine.org/conditions/developmental-delay#:~:text=%E2%80%A2%20When%20a%20child's%20progression,and%2For%20physical%20therapy%20services.

“Teaching Children with Developmental Disabilities: Classroom Ideas.” Teaching Children With Developmental Disabilities: Classroom Ideas | Intervention Central, https://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas.

Lynch, Matthew. “Assistive Technology to Help Students with Developmental Delays Succeed Academically.” The Tech Edvocate, 18 Jan. 2019, https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/.

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Deafness is a condition that affects the ability to hear, with the IDEA referring to the complete inability to hear.  The National Association of the Deaf defines deafness as an audiological condition of not hearing, which emphasizes that people with limited hearing who experience difficulty communicating should also be considered within the deaf and hard of hearing community.

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Deafness is a disorder affecting the ability to hear. It refers to the complete inability to hear. Under the Individuals with Disabilities Education Act (IDEA), the diagnostic category of deafness does not include people with limited hearing. People with limited hearing would be served under the category of hearing impairment under the IDEA.

The National Association of the Deaf (NAD) defines deafness as the "audiological condition of not hearing."﻿﻿ The NAD includes people with very limited hearing who cannot rely on their limited sense of hearing for comfortable communication.

Causes of Deafness

Most deaf children are born to hearing parents.﻿﻿ Causes of deafness include:

Heredity: Genetic links have been found in the Human Genome Mapping Project

Severe illness in childhood such as rubella (German measles) or spinal meningitis

Prenatal maternal illnesses

Exposure to long-term loud noise or exposure to sudden extreme noise

Preventable prenatal substance abuse

Physical injury or damage to the brain, the head, or the ear

Age-related hearing loss

How Deaf Children Are Taught in School

In many cases, deaf children with normal intelligence can learn in the typical classroom-provided they have appropriate supports in place. There are several different types of supports that can help to ensure academic success for a deaf child. These include:

Appropriate communication techniques. Some deaf children do have limited residual hearing and may be able to benefit from technologies such as FM listening systems and personal acoustic system. A completely deaf child has no residual hearing, so the use of spoken language-even with technologies to boost sound-will not be effective.

Appropriate classroom accommodations. Deaf children make extensive use of visual information, so it is very important to seat the child in a location where he or she can clearly see any visual content being presented.

Supportive technologies. While sound-enhancing technologies may not be useful for deaf children, text-to-speech and speech-to-text technologies can provide tremendous support. Especially as children grow older, the ability to quickly and accurately interpret and produce spoken language can make a huge positive difference in a child's life.

Tutoring. In addition to the above in-school techniques, tutoring services may also be helpful for children who are deaf or hard of hearing.

Specialized Educational Settings

Deaf children are entitled to free and appropriate education in public schools. That said, however, some deaf children benefit from and/or prefer specialized schools for the deaf. There are several reasons why this might be the case.

Some deaf children find it extremely difficult to interact well with hearing peers and may find themselves the victim of bullying. Studies have found deaf children have problems in communicating, initiating and entering conversations and maintaining conversations with hearing peers.﻿﻿

Some families prefer that their deaf child is taught in an environment in which their needs are considered across the board, in sports and after-school activities, in the gym, and in arts programs.

The deaf community has a strong cultural component, and some families feel that deaf culture should be a part of their child's experience from the start.﻿﻿ Schools for the deaf provide an opportunity to be immersed in deaf culture. This gives children the opportunity from an early age to form friendships that are not limited by the communication of the gap of deafness ​and develop friendships that can follow them after they are finished in the school setting.

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Classroom Communication Techniques and Settings for Deaf Children

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Deafness is a disorder affecting the ability to hear. It refers to the complete inability to hear. Under the Individuals with Disabilities Education Act (IDEA), the diagnostic category of deafness does not include people with limited hearing. People with limited hearing would be served under the category of hearing impairment under the IDEA.

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Matthew Lynch recommends 4 types of assistive technology to help students with Emotional Disturbance (ED) succeed academically.

Text-to-Speech Software is recommended because reading can be a task that triggers an ED student to act up since it can elevate stress levels. By using this software students can listen to material being read which prevents the student from engaging too many brain systems at one time.

Reminder Devices are recommended since ED students can be easily distracted during lessons. Technology as simple as a vibrating watch can be a good method used to get their attention back without a teacher intervening. This device allows an opportunity for the students to feel more independent.

Voice Recognition Software is recommended because it can help an ED student to who struggles with writing skills to use their voices to translate their ideas onto paper. This software is perfect for students who lack fine motor skills or the ability to concentrate because it allows the student to stay on task without getting frustrated.

Talk Light is recommended because it stabilizes the noise environment. It’s a great tool for teachers to use to monitor noise levels in the classroom. ED students can be triggered by loud volumes, so negative behaviour can be avoided if noise volumes are kept in check.

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For Teachers points out 5 accommodations that can be utilized by teachers in the classroom for ED students:

Extend the amount of time that a student is given to complete a particular task.

Break down assignments into smaller ones. As students finish each mini-assignment, build in reinforcement for task completion. Wait to distribute the next assignment until students have been successful with the current one.

Reduce the number of practice items that a student must complete, once the student has demonstrated mastery.

Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities from time to time.

Plan short review lessons or readiness activities to help orient the student to a particular learning task.

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Emotional Disturbances | Ohio Department of Education. (2016). Ohio.gov. https://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Emotional-Disturbances#:~:text=Definition%20of%20Emotional%20Disturbance&text=An%20inability%20to%20build%20or

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Lynch, M. (2018, May 8). Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically - The Edvocate. The Edvocate. https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/

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Talk light too. (n.d.). Www.youtube.com. Retrieved March 19, 2023, from https://www.youtube.com/watch?v=qxrLjoJnv-8

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For Teachers. (n.d.). Emotional Disturbance. https://elementaryemotionaldisturbance.weebly.com/for-teachers.html

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Hearing Aids: A device that amplifies sound for individuals with hearing loss.

Cochlear Implants: An electronic device that stimulates the auditory nerve directly.

Assistive Listening Devices (ALDs): Devices that amplify sound in specific environments, such as classrooms or movie theaters.

Video Remote Interpreting (VRI): A service that provides real-time video interpreting services via a remote interpreter.

Closed Captioning: A text display of the audio portion of a video program.

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Hearing Aids, Cochlear Implants and Assistive Listening Devices

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Sign Language Interpreters: Provide a qualified sign language interpreter for lectures, meetings, and other situations where spoken language is used.

Note-Takers: Provide a note-taker to take notes during lectures, meetings, and other situations to provide a written record of what was said.

Visual Aids: Use visual aids such as diagrams, charts, and graphs to convey information to deaf learners.

Captioned Videos: Provide captioned videos with written captions or subtitles to make audio content accessible to deaf learners.

Vibrating Alarms, Flashing Doorbells, and Visual Alert Systems: Use vibrating alarms, flashing doorbells, and other visual alert systems to alert deaf learners of important information.

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‘Assistive Devices for People with Hearing or Speech Disorders | NIDCD’, 12 November 2019. https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders.

CDC. ‘What Is Hearing Loss in Children? | CDC’. Centers for Disease Control and Prevention, 16 June 2021. https://www.cdc.gov/ncbddd/hearingloss/facts.html.

Verywell Family. ‘Classroom Communication Techniques and Settings for Deaf Children’. Accessed 19 March 2023. https://www.verywellfamily.com/deafness-what-is-deafness-2162025.

‘National Association of the Deaf - NAD’. Accessed 20 March 2023. https://www.nad.org/resources/american-sign-language/interpreting-american-sign-language/.

https://www.youtube.com/watch?v=14xcCCFyX7I&t=219s

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- Text-to-Speech Tools
Helps students with Dyslexia to read and analyse texts digitally.
It allows them to proofread and work on errors.
-"Notation tools, graphic organizers, digital graphing tools, and drawing tools are the best assistive technologies for math."(StudyCorgi)
-Assistive technology for note-taking such as:
Voice recorders.
Mind mapping tools.
-Time management Tools for Distracted learners.
Apps and browser extensions that block out distractive websites.

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Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child.
The most common causes of intellectual disabilities are:

Genetic conditions. Sometimes an intellectual disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, Fragile X syndrome, and phenylketonuria (PKU).

Complications during pregnancy. An intellectual disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby’s cells divide. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems during birth. If there are complications during labor and birth, such as a baby not getting enough oxygen, he or she may have an intellectual disability.

Diseases or toxic exposure. Diseases like whooping cough, the measles, or meningitis can cause intellectual disabilities. They can also be caused by extreme malnutrition, not getting appropriate medical care, or by being exposed to poisons like lead or mercury.

We know that intellectual disability is not contagious: you can’t catch an intellectual disability from anyone else. We also know it’s not a type of mental illness, like depression. There are no cures for intellectual disability. However, children with intellectual disabilities can learn to do many things. They may just need take more time or learn differently than other children.

Simple to sophisticated computer controlled wheelchairs and mobility aids are available. Technology may be used to aid direction-finding, guiding users to destinations. Computer cueing systems and robots have also been used to guide users with intellectual disabilities.

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

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The term "multiple disabilities" obviously means "more than one disability." Within the Individuals with Disabilities Education Act (IDEA), however, it has a more technical meaning. "Multiple disabilities" is a disability category under the IDEA. As you might expect, children with multiple disabilities have two or more disabling conditions that affect learning or other important life functions.1

Multiple Disabilities Versus Multiple Diagnoses

It's important to note that there is a difference between "multiple disabilities" and "multiple diagnoses." That's because a child may have multiple diagnoses as a result of having been seen by multiple practitioners—but not fall into the "multiple disabilities" category. For example, a child with high functioning autism spectrum disorder might have collected additional diagnoses such as social anxiety, sensory dysfunction, and social communication disorder before finally being diagnosed with autism. But the additional diagnoses describe symptoms which are encompassed in autism spectrum disorder.

It's also important to note that, to qualify for the "multiple disabilities" category, the student's disorders must be so significant that their educational needs could not be met in programs that are designed to address one of the disabilities alone. Thus, a child with a specific learning disability and cerebral palsy might well qualify, as would a child with cognitive challenges and a sensory impairment such as visual impairment or blindness.

There are some situations where two disabilities may not qualify for "multiple disabilities." For example, although visual impairment and hearing impairment are listed as separate disabilities, when a child has both together, this does not qualify as "multiple disabilities." In fact, deaf-blindness is classified as its own specific disability. Additionally, a child with ADHD and sensory challenges, would most likely NOT qualify, as their two disabilities could almost certainly be addressed in an ADHD classroom.

Teaching Students With Multiple Disabilities

Very often, students with multiple disabilities have very severe limitations in their ability to walk, talk, and otherwise engage with peers. They may also have severe cognitive challenges. As a result, they are typically taught by highly trained teachers using a range of specialized tools.

Students with multiple disabilities may also benefit from peer tutoring, and, when possible, should be included and accommodated in typical school activities and events.

Teaching Tools for Children With Multiple Disabilities

Some of the most useful and important tools used to teach and engage with students with multiple disabilities are technologies and other resources used for augmentative and alternative communication. For a child who cannot speak, or for whom physical movement is very difficult, there are quite a few available options.234 These include:

Simple picture cards

Keyboards with specialized interfaces to support users with fine motor difficulties

iPads and similar devices with apps designed for text-to-voice, picture selection, or other forms of communication

In addition to these, students with severe multiple handicaps may also benefit from a wide range of teaching tools such as:

Speech to text technology

Educational apps that support the pre-writing and writing process

Curricula that offer differentiated options for students with different learning styles or abilities

References:
https://www.verywellfamily.com/what-are-multiple-disabilities-2162512

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According to Florida Department of Education, Specific Learning Disability is “defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia. “ (State Board of Education)

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https://www.youtube.com/watch?v=O0xdaCEqrU0
Exceptional Children's Assistance Center suggests that
-Volume of work can be adjusted.
-Allowing extra time, especially for written assignments.
-Adapting assignments.
-Providing extra assistance.
But it is important to remember that each child is unique and it is not one strategy fits all.
-Allowing students to tape record lessons (DO-IT)
-Provide the option of an Oral exam (DO-IT)

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Accommodations and Modifications for Students with Disabilities

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Academic accommodations for students with learning disabilities (no date) Academic Accommodations for Students with Learning Disabilities | DO-IT. Available at: https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities (Accessed: March 20, 2023).

Accommodations and Modifications for Students with Disabilities (2016) YouTube. YouTube. Available at: https://www.youtube.com/watch?v=O0xdaCEqrU0 (Accessed: March 20, 2023).

Specific learning disabilities (SLD) (no date) Florida Department of Education Home. Available at: https://www.fldoe.org/academics/exceptional-student-edu/ese-eligibility/specific-learning-disabilities-sld/ (Accessed: March 20, 2023).

StudyCorgi (2023) The future is here: Assistive Technology for Learning Disabilities: Blog studycorgi.com, StudyCorgi.com. Available at: https://studycorgi.com/blog/assistive-technology-for-learning-disabilities/#:~:text=Assistive%20technology%20for%20learning%20disabilities%20is%20any%20equipment%2C%20software%2C%20or,%2C%20apps%2C%20and%20handheld%20devices. (Accessed: March 20, 2023).

USA, T. (2022) Assistive technology in the classroom, Transitions. Available at: https://www.transitionsusa.org/assistive-technology-for-learning-disabilities/ (Accessed: March 20, 2023).

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Assistive Technologies for Deaf-blind people

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Assistive Technologies for Deaf-blind people

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Braille for deaf-blind users

Braille is vital for deaf-blind people. For some, it may be the only way they can read and for others, it can be the fastest way.

Documents and transcripts
Can be made in braille for deaf-blind people to use on braille devices.

Phone communication
Different states have their own programs for deaf-blind people to make phone calls.

For example, "A Virginia resident who is deaf-blind can make phone calls using TTY (text telephone)-to-braille with the help of a Virginia Relay Communication Assistant (CA). The CA serves as the interpreter between the two parties and types out the messages so the deaf-blind person can read them using their braille device. Virginia Relay’s services are also available in Spanish for in-state calls. Remote Conference Captioning is also available for deaf-blind users who participate in conference calls for work. " (Level Access)

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-It is important to provide deaf-blind students with accessible spaces. To make maximize any residual hearing and vision. Examples include smart lighting in the classoroom or Assistive learning devices (ADLs).
-Some students may require readers and or interpreters.
Readers can help students with usable hearing but limited visibility.
Interpreters can relay information to and from other people in the class.
Provisions should be made in terms of seating.
Strategic seating allows students to choose spaces where they are best able to see or hear.
An assigned note-taker may be required for some students.

https://www.youtube.com/watch?v=_Vop4S4iMhk
Utah Schools for the Deaf and the Blind USDB gives some practical examples they use in the classroom.
-Making learning more kinaesthetic. Provide learners with physical items, props and handouts before the lesson. So that during the lesson they can feel what they are learning with their hands.

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Utah Schools for the Deaf and the Blind USDB

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Jordan, B., Hellen Keller National Center, & Shawnee Mission Kansas. (2001). Considerations when Teaching Students Who are Deaf-blind . yumpu.com. Retrieved March 20, 2023, from https://www.yumpu.com/en/document/read/43831524/teaching-students-who-are-deaf-blind-postsecondary-education-
Miles, B.  (rev. 2008). Overview on deaf-blindness. DB-LINK: The National Information Clearinghouse on Children Who Are Deaf-Blind. Retrieved March 20, 2023, from https://www.nationaldb.org/media/doc/Overview-Deaf-Blindness_a.pdf

National Center on Deaf-Blindness. (n.d.). Deaf-blindness overview. Deaf-Blindness Overview | National Center on Deaf-Blindness. Retrieved March 20, 2023, from https://www.nationaldb.org/info-center/deaf-blindness-overview/

The Outreach Center for Deafness and Blindness. (n.d.). What are accommodations and modifications? MedEd Connections Resource Guide: Deaf and Hard of Hearing (D/HH) | The Outreach Center for Deafness and Blindness. Retrieved March 20, 2023, from https://deafandblindoutreach.org/meded-connections-dhh/meded-dhh-accommodations-and-modifications

Understanding Assistive Technology: How do deaf-blind people use technology? Level Access. (2019, August 19). Retrieved March 20, 2023, from https://www.levelaccess.com/blog/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/#:~:text=Braille%20displays%3A%20A%20device%20that,with%20websites%20using%20their%20voice.

YouTube. (2021). Teaching children who are Deaf-Blind. YouTube. Retrieved March 20, 2023, from https://www.youtube.com/watch?v=_Vop4S4iMhk.

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Other health impairment means Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and(ii) Adversely affects a child’s educational performance. [§300.8(c)(9)]Center for Parent Information and Resources, (2017), Categories of Disability under IDEA. Retrieved 3.28.19 from https://www.parentcenterhub.org/categories/

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Flexibility plays a key role in supporting the success of students with health impairments as many health conditions by nature are unpredictable. The provision of assignment outlines and task instructions with clear and well-organized information regarding readings, materials, assignments, and exams can help the student plan, organize, and prioritize their schoolwork. Posting information on the web is another way for a student to access important information without the need to be physically present. Prior knowledge of deadlines and exams may help the student and their family plan doctor appointments and/or medical procedures around important dates.

Computer-based instruction and distance learning can provide feasible alternatives for students with illnesses that make regular class attendance difficult.

Examples of typical accommodations for students who have health impairments include:

note takers

recorded class sessions

flexible attendance requirements

extended time for classwork, homework, and tests.

alternative testing arrangements

assignments available in electronic format

the use of electronic mail for teacher-student correspondence and for class or small group discussions

environments that minimize fatigue and injury

an ergonomic workstation with adjustable keyboard trays, monitor risers, glare guards, footrests, adjustable chairs, and/or anti-fatigue matting

speech recognition computer input devices, ergonomic keyboards, one-handed keyboards, expanded keyboards, or miniature keyboards

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Assistive Technology Summary Points

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

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

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

Computer-assisted Instruction Summary Points

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

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

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

Software Summary Point

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

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

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

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1. Other Health Impairments-Granite State College (https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/other-health-impairments/)
2. Center for Parent Information and Resources(https://www.parentcenterhub.org/ohi/)
3. Assistive Technology for Students with Learning Disabilities(https://www.ldatschool.ca/assistive-technology/)

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According to the Congressional Research service, SLI includes several types of communication disorders that affect different aspects of language:
articulation, voice, fluency, and language. Articulation disorders include atypical production or omission of sounds. Voice disorders include atypical vocal quality, pitch, loudness, resonance, or a disruption in vocal cord function. Fluency disorders are interruptions in the flow of speech,
characterized by an atypical rate or rhythm of sounds, syllables, words, and phrases. Language disorders are characterized by impaired comprehension or use of spoken language, which adversely affects written language and other symbolic forms of communication.

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LibGuides: Speech Disorders: Common Assistive Technologies

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This guide provides resources about speech disorders.

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According the to Congressional Research Service, speech and language impairment, "SLI includes several types of communication disorders that affect different aspects of language:
articulation, voice, fluency, and language. Articulation disorders include atypical production or omission of sounds. Voice disorders include atypical vocal quality, pitch, loudness, resonance, or
a disruption in vocal cord function. Fluency disorders are interruptions in the flow of speech, characterized by an atypical rate or rhythm of sounds, syllables, words, and phrases. Language disorders are characterized by impaired comprehension or use of spoken language, which
adversely affects written language and other symbolic forms of communication."

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Depending on the type of speech or language impairment its important to let the student know that they are not alone with their special needs and to , when possible, connect them with support groups so that they can gain confidence.

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National Stuttering Association - Stuttering Support Community

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The National Stuttering Association (NSA) is a non-profit organization that provides support, friendship, and information to the stuttering community.

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

https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment#:~:text=Speech%20or%20language%20impairment%20means,affects%20a%20child's%20educational%20performance.

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