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Assistive Technology for Speech and Language Disorders:
Augmentative and alternative communication (AAC):

These help people with speech and language impairments with language skills and communication. Examples can range from visual aids which include sign language, communication boards, all the way to speech generating devices.

Assistive listening devices (ALD):

These create amplified sound that will transmit sound to the individual and help cut distracting background noise. This would include hearing aids and personal amplifiers to inner cochlear implants that help improve sound transmission to the individual.

Devices that alert

These are devices that make loud sounds and can connect to the telephone or can be a part of an alarm system that can produce a light signal or other alert to the individual to let them know something is happening.

Infrared systems

These systems are worn by the individual and use alerting devices connected by using infrared light to amplify sounds. The use of infrared systems cannot transmit through walls making it a good choice when private and sensitive information is being shared because it is a closed system that stays within the hearing aids or inner cochlear implant.

Personal amplifiers

These help cut down on unwanted background noise when some of the other systems may be unavailable like in a car. Devices that are about cell phone size help increase sound while cutting back on unwanted background sounds.

Hearing loop systems

These are also known as induction loop systems where the transmitter converts sound through electromagnetic energy that has four main parts.

Four parts of a hearing loop system include:

1. A central source (microphone, television, etc.)

2. Sound converter or amplifier

3. An array of thin wires that are placed around a room or under the carpet or flooring

4. Receiver (headset, etc.)

FM systems

These systems are able to spread amplified sound through radio signals. These can be used in larger areas, like a presentation, where the presenter uses specialized devices, like a microphone, and the individual has a receiver on a special channel to listen to the speech.

Also consider Course modifications, such as one-to-one presentations and the use of a computer with a voice synthesize

Resources:
1. https://www.youtube.com/watch?v=gWX6MSWLroE
2. https://www.autismparentingmagazine.com/assistive-technology-speech-language-disorders/
3. https://www.rcld.uga.edu/accommodations-and-instructional-strategies
4. https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

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HOW TO TEACH STUDENTS WITH SPEECH AND LANGUAGE PROBLEMS

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Hearing loss can affect a child mildly or in a very profound way. Profound hearing loss may mean that a child is “deaf.” Kids are born with hearing loss or can lose their hearing through injuries, infections, or long exposure to loud noises.

Signs that a child has hearing loss include:

having limited or unclear speech

not following directions or paying attention

hearing only parts of a conversation; asking for information to be repeated

not being able to hear everyday sounds, like a school bell or morning announcements

learning problems

Hearing loss can be temporary. But when it’s not, there are technologies, therapies, and other treatments to help. Devices like hearing aids and cochlear implants can improve a child’s ability to hear. Learning sign language or speech reading can also make it easier to communicate.

AT for Hearing Impairment includes:
1. Hearing aids
2. Cochlear implants
3. Fm Systems
4. Captioning
5. Telephone amplifiers
6. Flashing and Vibrating alarms
7. Audio Loops Systems
8. Infra red Listening devices
9. Portable sound amplifiers

Accommodations for students are Deaf/ Hearing Impaired:

Allow front row seating.

Avoid turning your back to the student when speaking.

Avoid standing with your back to a window or other light source.

Avoid pacing.

Repeat questions or comments made by other students/persons in the classroom  before answering.

Provide a written list of “new” terms.

Use visual aids whenever possible.

Avoid oral testing.

If an interpreter or other auxiliary aids have not been pre-arranged

Not all hearing-impaired students read lips.  Those who do may discern only a fraction of what is said.

Do not assume that a student wearing a hearing aid can clearly understand what is being said.

American Sign Language is the primary language of the deaf.  Errors made in written English are frequently the result of grammatical differences in the structure of the two languages.

Most deaf/hearing-impaired people who do not speak choose not to because they believe their speech will not be readily understood.

It is nearly impossible for a person with a hearing impairment to take notes, read lips, or watch an interpreter simultaneously.  Please assist the student in finding a volunteer note taker

Resources:
1. https://www.cdc.gov/ncbddd/hearingloss/parentsguide/hearingloss/intervention-tech.html
2.
https://classful.com/hearing-impairment-in-the-classroom/
3. https://www.youtube.com/watch?v=NSHRQRsvFYs
4.https://www.virginiawestern.edu/faculty-staff/disability-accommodations/hearing-impaired/

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

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Types of Assistive Technology for Autism:
A. Low-Tech At: Anything that needs no electricity; think weighted vests, sensory balls, or picture boards.

B. Mid-Tech AT: Is simple enough to be relatively inexpensive and easy to operate. Examples include battery-operated sensory toys, visual timers, and social skills videos.

C. High- Tech AT: Is digital technology and can include anything from augmentative communication technology for non-verbal people to robots built to increase social skills in children on the autism spectrum.

AT for Communication: One of the most important uses of AT is providing the means for people on the autism spectrum to communicate their thoughts and needs.
Low-Tech - Picture boards and picture cards
Mid- Tech - Apps for augmentative communication like Proloquo2go and TouchChat HD
Apps for Speech therapy - Articulation Station and LAMP Words for Life

AT for learning and Executive Functioning - Some studies have found that around 30% of children with autism spectrum disorder (ASD) also have intellectual disabilities.

Low-Tech - Stress balls, worry beads, weighted vests and standing desks, written planners, color-coded schedules and visual reminders.
Mid-Tech - Watches with alarms, visual timers , sound-blocking headphones, Calculator, Audiobooks and recordings and videos.
High-Tech- Livescribe and Dragon Home.

AT for Social Skills and Communication- For some people with autism, challenges with social situations and communication are relatively subtle. For others, even basic human interactions can be a struggle.

Low-Tech- Social stories, Social skills Cards and Games
Mid-Tech - Video Modeling, Video games, Apps and The social Express.
High- Tech- Kiwi, QTrobot, Human- Shaped robots

AT for Sensory Challenges - Sensory challenges in people with autism can result in over- or under-responsiveness to sensory input. For example, they may find something like a school bell painful to hear, but seem almost unfazed by a physical injury.
Therapists may use trampolines, swings, brushes, balls, and similar tools to help over-responsive sensory systems become less sensitive.
Classroom teachers and paraprofessionals often use noise-canceling headphones, weighted vests, and tinted glasses to help students avoid excessive sound and light.

To calm the nervous system, teachers and parents may use ball pits, weighted blankets and vests, or "squeeze machines" to provide tactile input.

AT for safety - Many children with autism, and some adults with more severe autism, are at risk for running away. Children with autism can be very good at manipulating locks, and even "babyproofing" may not be enough to keep them indoors.
Use of ID bracelets and tracking devices.

Accommodations:

clearly established and ordered routines

warning and preparation when changes are anticipated

planning and practicing of communication strategies and social routines

earplugs or noise-canceling headsets in hallways or lunchroom

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

visual schedules and graphic organizers

visual or written, rather than auditory, instructions

computer use, especially word processing for writing

note taker

Resources:
1. https://www.verywellhealth.com/assistive-technology-for-autism-5076159
2. https://verbit.ai/assistive-technologies-for-students-with-autism/
3. https://study.com/resources/assistive-technology-students-autism-spectrum.html
4. https://unitedbrainassociation.org/2019/02/22/autism-assistive-technology/
5. https://www.youtube.com/watch?v=TJuwhCIQQTs
Signs of Autism: https://www.integrityinc.org/signs-symptoms-of-high-functioning-autism/

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1. Helping LD students to develop a interest or talent to help them feel appreciated for their contributions.

2. Helping the students identify their interest, strengths and need and creates teachable moments to model and reinforce positive skills.

3. Proceeding small steps demonstrate and get multiple examples. Offer practice and feedback, reinforcement and praise.

4. Reduce competition and focus on students’ self-esteem and cooperative learning by creating opportunities for shared learning and joint activities.

5. Make sure the teaching materials are accessible to all the students. Using strategies that are effective and differentiated.

6. Using IEP and use recommended interventions and accommodations.

Resources:
1. https://www.youtube.com/watch?v=PR99gf1OwBE
2. https://files.eric.ed.gov/fulltext/ED591017.pdf
3. https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html

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What is an LD? An introduction to learning disabilities

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1. Medication and therapy.  A therapist can guide a student’s perceptions away from negativity, establishing self-affirming habits to help him succeed.

2. Using effective classroom management strategies. Setting clear rules, having consistent consequences and set social skills' training activities in real lessons.

3. Helping with conflict resolution. Quarrels are sometimes necessary.  We need to listen, using jokes to get close to the struggling kid, and compromise in some extent when necessary.

4. Giving rewards. Positive feedbacks should be given immediately once students do something good. Token system is an effective way.

5. Guide student with self-monitoring. Students should be guide to regulate their own behavior, holding themselves accountable. Lead students to identify target behavior, set goals and record themselves. Evaluation is also important inside the whole process.

6. Providing IEP.

Resources:
1. https://www.youtube.com/watch?v=wKDjfPMek3k
2. https://www.parentcenterhub.org/emotionaldisturbance/#help
3. https://www.youtube.com/watch?v=yfOYlqlEgP4&t=56s

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Emotional & Behaviorally Disturbed Students (EBD)

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1. Help with students' organization skills. Provide tools to reduce learning difficulty such as calculators, typewriters and speech recognition software. Ergonomic workstation with adjustable keyboard trays, monitor risers, glare guards, foot rests, adjustable chairs, and/or anti-fatigue matting could also be set for these students. It‘s hard to focus on just one since impairments varies in causes and characteristics.

2. Learn IEP thoroughly. General accommodations and modifications can be adapt accordingly, such as providing organizational checklists for students, highlight important stuff from learning materials, etc.

3. Provide students with environments that minimize fatigue and injury, no mater physically or psychologically.

Resources:
1. https://www.washington.edu/doit/health-impairments
2. https://files.eric.ed.gov/fulltext/ED591017.pdf
3. https://www.youtube.com/watch?v=xnSvLRD1VMo

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There is a range of medical diagnoses and subsequent health problems that can have a temporary or chronic impact on a student's academic performance. Common diagnoses include arthritis, cancer, multiple sclerosis, asthma, AIDS, and heart disease. Unless the condition is neurological in nature, health impairments are not likely to directly affect learning.