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The Individuals with Disabilities Education Act (IDEA) defines a Visual Impairment as "an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness." Within the 14.1% of P-12 children in America that have disabilities 0.1% are visually impaired.

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Students with visual impairments struggle with feeling overwhelmed by the many visual materials they are exposed to on a daily basis. This includes both written and electronic materials. The strategies below can help reduce the stress of students and make visual materials more accessible to them.

-Adapt visual materials (enlarged print, magnified worksheets, bolded font, dark markers)
-Use a screen magnifier to enlarge texts.
-Label things with a braille label maker.

The following strategies can help ensure that the classroom is a comfortable environment for the student to learn in.
-Closer seating arrangement to the front of room or circular seating arrangement so students face one another.
-Using names of all students consistently so the student is aware of who is being called on.
-Ensure classroom has suitable lighting.
-Allow easy mobility in the classroom.
-Use positional language.

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The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” This disability category includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia (a type of language disorder).

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From Sec. 300.8 (c) (2) of the Individuals with Disabilities Education Act: "Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness."

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Text to speech: This system creates a spoken auditory version of a text. An example is the KNFB reader. It is fast, accurate and provides results within seconds. https://nfb.org/programs-services/knfb-reader

Talking work processors: A computer program that provides auditory feedback on a text. This system can "help
students compose, format, sort, and rearrange text upon
command and sometimes perform other related functions such as correcting misspelled words."

Portable electronic magnifiers: This tool allows someone to view, write and magnify images at any distance. Electronic magnifiers provide for a wide field of view and do not strain eyes.

Braille Typewriter: Allows for students to be independent in reading and writing braille. The newest technology is portable and easy to transport from class to class.

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'An inability to comprehend verbal language due to an inability to hear characterizes deafness. The official definition of deafness from the Individuals with Disabilities Education Act (IDEA) is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” The phrase “with or without amplification” is significant as it indicates that a hearing aid will not provide sufficient accommodation so that the student can succeed in the classroom.'

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Deaf students have difficulty with normal educational tasks such as:
-Learning by classroom lectures.
-Watching educational films
-Taking oral exams
-Presenting orally
-Participating in classroom discussions

Fortunately, these are all addressable and can be overcome.
Traditional strategies
-Receive assistance from a note taker, allowing for the opportunity to focus on lip reading during lectures
-Having a sign language interpreter for lectures and discussions

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-Teachers using powerpoint presentations accompanying lectures
-Speech to text: There are many apps on tech devices that translate verbal speech into text on a screen and also record the transcript as notes.  Examples are 'google live transcribe and AVA.
-Closed Captioning: Closed captions in the form of displaying spoken dialogue as printed words on a screen can be used for video or audio parts of a lesson.
-Augmentative and Alternative Communication (AAC): Communication devices, tools, and strategies that replace or support verbal communication for those who have difficulties using speech. They use pictures or symbols to represent words that students can use to create phrases or sentences to communication nonverbally.  Most AAC devises in classrooms are on ipads/tablets but can also be done on paper.

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Assistive Technology Solutions for Students Who are Deaf or Hard of Hearing

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Preschool Deaf and Hard of Hearing Class at Seven Oaks Elementary

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

https://www.youtube.com/watch?v=h1s8WkvhV8U

https://www.youtube.com/watch?v=aGpz6AwGNjA

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

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There are many different kinds of language disorders including those that relate to articulation, fluency, voice, or language.  In general these strategies should be of assistance to all types:

Language
-Focus on interactive communication
-Incorporate student's interests into speech
-Ensure the student has a way to appropriately express their wants and needs
-Work at the student's pace
-Paraphrase back what the student has said or indicated
Use computers in the classroom for language enhancement
-Use tactile and visual cures (e.g. pictures and 3D objects)

Speech
-Develop a procedure for the student to ask for help
-Be a good speech model
-Use a peer-buddy system when appropriate
-Devise alternative procedures for an activity with student
-Use gestures that support understanding
-Be patient when student is speaking, since rushing may result in frustration

Academics & Behavior
-Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary
-Allow more time for the student to complete activities
-Allow more time for the student to complete assignments and tests
-Design tests and presentations that are appropriate for the student (e.g. written instead of oral)
-Divide academic goals into small units, utilizing the same theme
-Focus on the students strengths as much as possible.

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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.

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

https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html

https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders#:~:text=Augmentative%20and%20alternative%20communication%20(AAC,that%20synthesizes%20speech%20from%20text.

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

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Intervention practices that produce large outcomes include:
-Direct instruction
-Learning strategy instruction
-Using a sequential, simultaneous structured multi-sensory approach

Teachers who use these kinds of interventions to do so by:
-breaking learning into small steps
-administer probes
-supply regular, quality feedback
-use diagrams, graphics and pictures to augment what they say in words
-provide ample independent, well-designed intensive practice
-model instructional practices that they want students to follow
-provide prompts of strategies to use
-engage students in process type questions like 'How is the strategy working?  Where else might you apply it?'

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As specific learning disorders covers a wide spectrum of disorders, assistive technologies will differ depending on the type of disorder and specific needs such as in the three categories below

Reading, Writing & Spelling
-Text to speech and proof reading software and apps
-Speech to text apps
-Audio books & eBooks

Mathematics & Number
-Math apps explaining concepts visualy (e.g. Virtual Manipulatives and Squeebles)

Note-taking & Memory Aids
-Recording Devices
-Mind mapping

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https://www.asha.org/advocacy/idea/04-law-specific-ld/#:~:text=%E2%80%93The%20term%20'specific%20learning%20disability,%2C%20or%20do%20mathematical%20calculations.%22

https://www.specialeducationguide.com/disability-profiles/specific-learning-disabilities/

https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/

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Per IDEA: "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)."

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Seating arrangements to develop useful posture and movements

Instruction that is focused on development of gross and fine motor skills

Ensuring suitable augmentative communication and other assistive devices

Adequate awareness of the student’s medical condition and its affect on the student

Instructors should work closely with special education teachers in order to provide appropriate modifications to tests, quizzes, and other assignments.

Structured graphic organizers, which limit the amount of visual processing or physical writing, may also be useful modifications for students with orthopedic impairments.

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Environmental Access
"Aisles, doorways, and building entrances must be wheelchair accessible. Other resources such as restrooms, and classroom areas should be accessible as well."

Furniture
"Specialized computer technology is of little value if the student cannot physically activate these devices due to inappropriate positioning...Flexibility in the positioning of keyboards, computer screens, and table height is important. As is true for any large group, people with mobility impairments come in all shapes and sizes. It is important that keyboards can be positioned at a comfortable height and monitors can be positioned for easy viewing. An adjustable table can be cranked higher or lower, either manually or with a power unit, to put the monitor at a proper height. Adjustable trays can move keyboards up and down and tilt them for maximum typing efficiency. Be sure to consider simple solutions to furniture access. For example, wood blocks can raise the height of a table and a cardboard box can be used to raise the height of a keyboard on a table."

Keyboard Access
"The keyboard can be the biggest obstacle to computing for a student with a mobility impairment... Alternative keyboards can be considered for a person who cannot effectively operate a regular keyboard despite changing settings or using a keyguard. For people who have limited range of motion, a mini-keyboard (Tash) may be considered. If a person has good range of motion and poor dexterity, a keyboard with extra-large keys can offer a good solution... When a person’s mobility impairment prevents the use of a standard keyboard or mouse, using a switch may be a possibility. Switches come in a nearly limitless array and can be controlled with nearly any body part. Switches can be activated with a kick, swipe of the hand, sip and puff by mouth, head movement, eyeblink, or touch. Even physical closeness can activate a proximity switch. These switches work in concert with a box or emulator that sends commands for the keyboard or mouse to the computer. While switch input may be slow, it allows for independent computer use for some people who could not otherwise access a computer."

Low-tech
"Not all assistive technology for people with OI is computer-based. The use of such common items as adhesive Velcro to mount switches or power controls can provide elegantly simple solutions to computer access barriers. Simple items like a slant board or cup holder. Often, tools of one’s own making provide the most effective and comfortable accommodations."

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https://www.youtube.com/watch?v=kfLMfL-Rbl0

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

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The IDEA's Special Education Categories: Orthopedic Impairment

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https://www.drbillhefley.com/what-is-an-orthopedic-impairment/

https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/

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

https://www.youtube.com/watch?v=kfLMfL-Rbl0

https://sites.google.com/site/teachingeveryonenow/home/orthopedic-impairment/teaching-strategies-for-orthopedic-impairment

https://edis.ifas.ufl.edu/publication/WC262?downloadOpen=true

https://sites.ed.gov/idea/regs/b/a/300.8/c/8

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Under IDEA, autism is defined as: “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected because the child has an emotional disturbance”

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Be calm and positive. Model appropriate behavior for the student with autism, as well as for other students, by greeting him and engaging him in a respectful way.

Be aware of the characteristics of autism and general strategies - for quick reference reminders use the resources included in this kit.

Use the “About Me” information sheet to get to know relevant facts about each particular student’s likes, fears, needs, etc. Ask specific questions regarding safety and impulsivity. If you haven’t received one, ask the school team whether there is an “About Me” information sheet available for each student with autism in your classroom.

Promote a welcoming environment, and provide opportunities for your student (and others!) to develop social interaction skills and extended learning

Teach understanding and acceptance—see the Resources section of this kit for suggested reading, including books and programs to use with the students.

Pair the student with peers who are positive role models.

Allow times for students to work in pairs and/or small groups.

Be aware that students with autism can become isolated within the classroom (interaction only occurring between an aide and student) and be on the lookout to prevent it by working with the students and the paraprofessional to support social exchange among peers.

Students with autism may not be socially savvy; therefore, if a student is being bullied or tortured quietly, he is likely to react or respond – but may not do so in a way that seems appropriate or is easy to recognize. Consider the student’s communication difficulties and make every attempt to fully understand the situation before reaching judgment regarding fault or behavior.

Ensure that organization, communication and sensory issues are addressed (see General Strategies and Classroom Checklist)

Establish clear routines and habits to support regular activities and transitions. Alert the student to changes in routine, staffing, etc., in advance, whenever possible.

Consider seating - situate the student for optimal attention to instruction or sensory needs

Pay particular attention to the general strategies outlined for supporting communication and organization (simple directions, wait-time for processing verbal requests or directions, visual schedules, prompts and cues, etc.)

Be tuned into sensory issues that may effect the student in your particular class (for example, echoing locker rooms and loud, fast activity can make P.E. over-stimulating and overwhelming)

Provide written rules or pictures of expectations of behavior in the classroom, including ‘unwritten’ conventions if necessary. Work with the student’s team to incorporate social narratives to help a student understand a rule or expectation. Learners with autism often increase compliance if they understand why a rule exists (for example, It is important to remain quiet - no noise or talking - while the teacher is speaking. If it is noisy, the students will not be able to hear her.).

Use descriptive praise to build desired behaviors (for example, ‘I like the way you put your trash in the trash can!’)

Give positive directions; minimize the use of ‘don’t’ and ‘stop.’ ‘Please sit in your seat’ can be more effective than ‘Don’t stand up.’ This lets the student know exactly what you would like him to do.

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helping special needs students in the classroom

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Low-Tech
Low-tech options for handling sensory issues include simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks.
For executive functioning, ordinary written planners, color-coded schedules, and visual reminders can all make a positive difference. Most children with autism do best with hands-on and visual learning, so manipulatives like Cuisenaire rods (which are also available in virtual form) and alphabet blocks are good choices for teaching academic skills.
Also:

Social stories: These short, simple, visual stories  are used to prepare people with autism to think and behave appropriately in any situation. There are pre-existing social stories for common situations such as getting a hair cut or going to the dentist; therapists and parents can also write and illustrate customized social stories for unique situations such as starting a new school.

Social skills cards and games: Many specialized companies have created cards and games to help build social skills. There are social skills games similar to Chutes and Ladders created to reinforce empathy; Uno cards focused on feelings; and dice games that are intended to reinforce social communication skills.

Mid-Tech

Mid-range options are easily available and relatively low-cost. Some examples include watches with alarms, visual timers, sound-blocking headphones, and calculators.

For many people with autism, audiobooks and recordings can be a great way to replay lectures or instructions. Because many people with autism are very visual learners, videos can be a good alternative to written books or spoken lectures.

High-Tech
There are many types of software and apps that are intended to help visual learners think, write, and communicate.
...these include mind mapping software like LucidChart which are used to make connections among apparently disparate ideas and turn those connections into usable outlines and other products.

Speech to text software can also be useful, as can tools specifically created for students with learning disabilities. Examples include LiveScribe and Dragone Home.

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https://www.youtube.com/watch?v=Lowwt88QZ7M

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The IDEA's Special Education Categories: Autism

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https://www.naset.org/publications/autism-spectrum-disorders-series/introduction-to-autism-spectrum-disorders-asd#:~:text=Under%20IDEA%2C%20autism%20is%20defined,affects%20a%20child's%20educational%20performance.

https://wecapable.com/autism-spectrum-disorder-disability-symptoms-causes/

https://www.autismspeaks.org/tool-kit-excerpt/autism-classroom-strategies

https://www.verywellhealth.com/assistive-technology-for-autism-5076159

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Avoid making assumptions about a person’s disability or capabilities; many persons with disabilities talk about being frustrated with people assuming what they can or cannot do. Remember that although persons with disabilities might have specific needs, every individual is different.

Advance planning is usually crucial for academic success. Consult with the staff at the Office for Students with Disabilities.

Choose course materials early. This will allow enough time for you to convert the documents into alternative formats, or for students to request the formats they need.

Encourage students to tell you about any accessibility concerns. You can do this verbally early in the semester and by including an accessibility statement on your syllabus. Indicate that such conversations are confidential and are strictly for facilitating any learning needs or accommodations that may be in place.

Identify and clearly express the essential course content, and recognize that students can express understanding of essential course content in multiple ways. Diversify assignments or allow for exceptions to enable all students to demonstrate their specific talents (for example, oral presentations, poster presentations and written assignments).

Insist on professional, civil conduct between and among students to respect people’s differences and create an inclusive environment.

Consider providing your classes with information about the accessible features of their immediate environment (for example, automatic doors and accessible washrooms).

Provide the course outline, the list of reading requirements, copies of overhead slides, and all other materials in an accessible, digital format whenever possible. Some persons with deaf-blindness will use assistive technology. The type of technology they use will depend, in part, on their hearing and sight levels and whether they rely on one of their senses more than the other, if at all. Assistive technologies could include sound amplification (hearing aids), as well as screen readers and/or screen-enhancement software that allows the user to magnify the computer screen or change the contrast.

Accommodate the needs of students who use adaptive technology, such as closed-captioning, screen readers, personal frequency modulation (FM) systems, teletypewriters (known as TTYs), amplified phones, closed-circuit television (CCTV), Braille, magnifiers and magnification software.

Understand that environmental noise, poor acoustics, and a speaker’s voice,  pitch, volume, patterns and accent will impact the quality of the communication process for students who rely on residual hearing.

Be flexible and available to meet with a student and his/her intervenor, and with staff in the Office for Students with Disabilities, as needed to discuss specific learning needs, strategies for success, alternatives to course assignment, and methods of evaluation. The communication process for a student with deaf-blindness can be slower than that of a student who does not have a hearing or visual disability. Curriculum may take longer to deliver, and greater time may be required for clarification of course content.

If possible, online tests should be tested for accessibility. Ensure that a student can navigate them using an assistive technology, such as a screen reader to read aloud the information on the screen, or using screen-enhancement software that allows the user to magnify the computer screen or change the contrast.

Patience, respect, and a willingness to find a way to communicate are your best tools.

When you approach a person with deaf-blindness, identify yourself and speak directly to them.

Ask permission before touching the individual, unless it is an emergency.

A service animal may accompany a person with a visual disability. Service animals are working and should not be distracted.

Speak directly to the person, not to the intervenor.

If you are not sure what to do, ask, “Can I help?”

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Assistive Tech for Visual Disabilities

Screen readers: A program that analyzes the layout and content of a website and provides a text to speech translation. The playback speed can be set by the user and commands allow them to skip from heading to heading, click links, and do other important tasks.

Braille displays: A device that translates digital text into braille dots that can be read with the fingers. (More on braille below, as it is very important to many deaf-blind people.)

Dictation: Speech recognition software allows a user to navigate, type, and interact with websites using their voice.

Assistive Tech for Hearing Disabilities

Alerting devices: A device that converts an audio alert (e.g., doorbell, alarm clock) into a visual or physical alert that the person can perceive.

Telecommunications: Many different options are available for those who are D/deaf or HoH, including amplified telephones, TTY / TDD, Text-to-911, and video chat.

Enhanced listening: Systems can be used to connect an audio feed directly to someone’s hearing aid or cochlear implant.

Visual communication: Captions and transcripts (with the ability to enlarge or zoom in!) provide audio information in a visual format.

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https://www.youtube.com/watch?v=i-gC8J-MYl8

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The IDEA's Special Education Categories: Deaf-Blindess

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https://sites.ed.gov/idea/regs/b/a/300.8/c/2

https://www.doe.k12.de.us/Page/3140

https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/

https://www.pathstoliteracy.org/overview-literacy-children-and-youth-who-are-deafblind/

https://www.levelaccess.com/blog/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/

https://www.youtube.com/watch?v=i-gC8J-MYl8

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Braille Typewriter
https://www.youtube.com/watch?v=fi3dH_QnnWQ

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Classroom Tools for Visually Impaired Students

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https://www.sess.ie/categories/sensory-impairments/visual-impairment/tips-learning-and-teaching

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

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

https://www.afb.org/blindness-and-low-vision/using-technology/using-technology-reading-solutions-people-visual

https://www.enhancedvision.com/low-vision-product-types/portable-magnifiers-for-reading-on-the-go.html

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The Individuals with Disabilities Education Act (IDEA) defines a Hearing Impairment as "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." Within the 14.1% of P-12 children in America that have disabilities 0.1% have a hearing impaired.

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The Individuals with Disabilities Education Act (IDEA) defines Other Health Impairments as "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 is due to chronic or acute health problems... [it] adversely affects a child’s educational performance."

Within the 14.1% of P-12 children in America that have disabilities 2.1% have other health impairments.

According to the CDC Attention Deficit Hyperactivity Disorder is one of the most common disorders amongst children. Children with ADHD may have trouble paying attention or controlling their bodies.

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-Thought out seating arrangement (close to teacher, away from hum of computer or projector)
-Minimize background noise
-Keep the room well lit for lip readers
-Provide copies of all notes
-Pre-teach key vocabulary
-Use visual resources such as videos and pictures

As the teacher: don't talk to the board, don't turn away, stand in one place when giving instructions, use hand motions, use sign language, keep your lips visible.

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FM systems- "send the teacher's voice from a wireless microphone directly to a receiver worn by a student with hearing loss. It can be connected to a hearing aid or cochlear implant, or a headset/ earbuds. This enhances what the child is able to hear as they are able to directly hear the teacher's voice without distractions."

Closed Captioning- "Closed captions provide spoken dialogue as printed words on a screen when playing a video or audio. If indicated on a child's IEP, schools are required to use captioned audio and video."

Speech to text- Convert spoken words into written text. For example, Google Live Transcribe.

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

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

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

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

https://www.sess.ie/categories/sensory-impairments/hearing-impairment/tips-learning-and-teaching

https://assistedtechnology.weebly.com/assistive-technology-for-deafhard-of-hearing-children-erin-turner.html#:~:text=FM%20System%2D%20FM%20systems%20send,%2C%20or%20a%20headset%2F%20earbuds.

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

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

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To support students with ADHD some schools may provide behavioral management classes, organizational training and other accommodations to enhance learning.

-Behavioral classroom management: Praises positive behavior in the classroom through a reward system. Teachers may choose to send a daily or weekly report home to be reviewed by parents.

-Organizational training: Helps students with time management, planning skills and organizing materials.

-Extra time when taking tests
-Allowing time to move around
-Limiting distractions
-Instead of one long activity provide a variety of shorter activities.
-Provide multiple options and encourage student choice
-Have a bin of fidget toys

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Reminder Devices: These devices can help students stay alert, focused and  plan their day accordingly. For example, a vibrating watch.

Audiobooks: Students may struggle sitting down and reading for extended periods of time.  Instead the device reads to the students and with their free hands they can use a fidget device.

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https://www.youtube.com/watch?v=K-qh4NRdmGU

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Understanding and Supporting Your Student With ADHD

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

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

https://www.cdc.gov/ncbddd/adhd/school-success.html

https://www.theedadvocate.org/assistive-technology-to-help-children-with-attention-deficit-hyperactivity-disorder-adhd-succeed-academically/

https://www.youtube.com/watch?v=K-qh4NRdmGU

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The IDEA defines intellectual disability as "subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance."
The APA defines it as involving "problems with general mental abilities that affect functioning in two areas: intellectual functioning, adaptive functioning."

Intellectual disability can be caused by a genetic disorder, or develop as a result of an illness or injury.

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Children with an intellectual disability may experience difficulty with certain life skills and need more time to learn how to express their wants and needs verbally, take care of oneself, and interact appropriately with peers. Since 'intellectual disability' is an umbrella term that consists of various other disabilities, it is important to communicate with the students family to understand the specifics in regards to their child's disability.
Teachers should also find other ways of conveying instructions other than verbal, such as showing pictures and videos, or giving personal demonstrations to aid in their understanding.
If there are multiple steps to the instructions being given or for the task they need to complete, the instructor should break it apart into smaller segments so the child is able to complete the assignment one step at a time.
To help with their social skills, teacher should encourage and actively involve the child in group and club activities.
Students with intellectual disabilities may need more help with certain tasks so it is important to be patient when providing assistance.

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Text to speech software, communication boards to help them convey thoughts, ideas, wants and needs.
Audio recorders, portable note takers they can use to review material and information given in class.
Pencil grips, motorized wheelchairs to help with mobility.
Calculators and math softwares to help with complex calculations and abstract concepts

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According to the IDEA an individual with emotional disturbance as exhibiting to a certain and degree and amount of time any one of the following characteristics:
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.) In appropriate types of behavior 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."

Per the CPIR, disorders that are categorized by the term 'emotional disturbance' may include (but are not limited to) the following: anxiety disorders, bipolar disorders, conduct disorders, eating disorders, obsessive-compulsive disorder and psychotic disorders."

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Students with emotional disturbance may need academic assistance in the classroom due to inability to focus, distorted thinking, and excessive anxiety among other things. Therefore in order to support them, teachers should provide a safe and positive environment in the classroom using words of encouragement and rewards to provide reassurance and promote positive behavior.
Additionally, some direct strategies that teachers can implement include:
-offering choices when possible to give them more control
-providing a short review of the previous lesson and previewing the current lesson so they're aware of what's happening.
- allowing additional time for them to process information or complete certain assignments
-having them write down instructions or providing physical copies in addition to verbal instructions so they can review at their own pace.

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Defined by the IDEA 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." Symptoms can occur immediately after the incidence or develop gradually over time and can be temporary or permanent.

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Children who have experienced a traumatic brain injury experience a complex assortment of symptoms often including confusion, decreased attention and motor coordination, aggression, poor memory, difficulty with abstract concepts... etc.
Since the range of symptoms can vary drastically, communication with parents and doctors is key to understanding the unique set of problems the students face.
Some strategies that may help with the more common symptoms listed above include:
Avoiding figurative language, stating and providing written instructions or information, or even physically demonstrating more complex tasks.
Providing multiple rest breaks and giving extra time for activities and assignments.
Reducing distractions and providing repetition and consistent routines, giving notice if possible before potential change to help them adjust.

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Text to speech software, audio books to help with reading.
Vibrating watches to help them refocus during class.
Talk lights that are activated when the volume exceeds a certain decibel as loud noises and over stimulation may be stressful and potentially triggering for students.
Calendars and organizational aids to help keep track of important events and assignments.

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For Memory:
Smart phones or smart watches for reminders and schedule organization.

For Accessing Information:
Speech to text software and text to speech software to assist with reading and writing.

For mobility:
Canes, crutches, and wheelchairs to make moving around the classroom and school easier

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https://www.youtube.com/watch?v=i7GidKRUzrY

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Overview of Traumatic Brain Injury (TBI)

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Emotional disturbance in the classroom: don't give up on Bobby

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https://www.ninds.nih.gov/health-information/disorders/traumatic-brain-injury-tbi
https://sites.ed.gov/idea/regs/b/a/300.8/c/12
https://www.omtrial.com/dangerous-brain-injuries-that-dont-show-immediate-symptoms/
http://www.projectidealonline.org/v/traumatic-brain-injury/

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https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability
https://sites.ed.gov/idea/regs/b/a/300.8/c/6
https://www.neurogenbsi.com/intellectual-disability-treatment-in-india
https://www.parentcenterhub.org/intellectual/
https://www.ldatschool.ca/assistive-technology/

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https://sites.ed.gov/idea/regs/b/a/300.8/c/4
https://mrshouseholder.weebly.com/emotional-disturbance-sbh.html
https://www.parentcenterhub.org/emotionaldisturbance/
https://www.positiveaction.net/blog/teaching-strategies-for-emotional-and-behavioral-disorders
https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/

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IDEA states that not including deaf-blindness, multiple disabilities refers to "concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which cause such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments."

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There are many factors that determine the needs of students will multiple disabilities. Due to the varying factors (age, grade, intervention, environment, teachers) no two cases are the same. The strategies listen below are general and  must be modified to best accommodate the students.

-Promote development of cognitive skills using hands on materials (concentration, problem solving, differentiating)
-Establish a consistent mode of communication in school and at home.
-Exposure to a variety of reading material that is adapted to their level. This should happen at school and at home.
-Create a clear routine

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https://www.youtube.com/watch?v=JZ3m9oJpWIQ&t=599s

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"Positioning, language, motor skills, and sensory issues all need to be considered in implementing the most effective support system. Both the environment and the specific tasks to be addressed should also guide the selection of the most appropriate assistive technology."

Handheld personal computer

[They have]"...a touch screen, making them more accessible to students with motor control issues. Best of all, they are portable, and the students can take the computer with them into nearly any setting."

Augmentative and Alternative Communication (AAC)

"Sign language is the most obvious choice of communicative skills that can aid communication and can be very effective in developmentally capable individuals with dual sensory impairments. However, in individuals with multiple disabilities and additional cognitive issues, sign language can sometimes be a limiting communication strategy."

"Tangible and tactile symbol systems, choice boards, object prompts and symbols, physical modeling and prompting, and any number of techniques reliant on computer or microswitch technology. Microswitches are typically used with those students with the most limited physical range of motion; these devices control for fatigue by allowing the manipulation of technology with the least expenditure of energy."

Switches

Sip-and-Puff Systems

Text-To-Speech Assistive Tools

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https://sites.ed.gov/idea/regs/b/a/300.8/c/7
https://elimdigital.com/individual-with-multiple-and-severe-disabilities/
https://www.pathstoliteracy.org/instructional-strategies-students-multiple-disabilities/
https://www.youtube.com/watch?v=xKqN21OdsLQ
http://www.projectidealonline.org/v/multiple-disabilities/
https://www.youtube.com/watch?v=JZ3m9oJpWIQ&t=599s
https://www.teachthought.com/technology/assistive-technology/