# data[].attributes.body
Incidence Level
High Incidence

Assistive Technologies
- Text to Speech: This technology may help students who learn better through auditory techniques, particularly when looking at a lengthy amount of writing. Students are able to focus more on the meaning of the words rather than sounding out the words, and then comprehend the message more clearly.
- Speech to Text: This technology allows students to verbally communicate their message and have it be transcribed for them. They won't be bogged down by spelling and grammar, but the message will come through clearly.
- Word Prediction: This technology also assists students in focusing on the meaning of their message rather than the logistical aspects of it. The software predicts what they may want to say and it helps with vocabulary.
- Calculators: This technology is useful for just about anyone and aids in simplifying the mathematical processes.
- Visual/Auditory Prompts: This technology aids students in reminding them of the correct steps in a process or tasks that they have yet to complete.
- Social Stories: This technology helps to explain societal expectations in given scenarios so that people can gain a better understanding of what may be expected of them.

Other Accommodations
- Low Distraction Work Areas: More private spaces for students who are easily attuned to distractions to work. As a way of not othering any autistic students, the teacher could work to make this the general structure of the classroom during individual work time.
- Clear Written Schedules: It is helpful for students to know what is coming next and therefore what will be expected of them. Having this to refer to helps clarify expectations and allows for them to prepare themselves accordingly.
- Earplugs: This could be beneficial to students during individual work time. Earplugs help to drown out the noise distractions and maintain focus on the task at hand.
- Safe Sensory Spaces: These spaces may target students' senses (i.e. auditory- calming music or gentle ocean waves; visual- slow moving colors or dark lighting; tactile- soft objects or places to sit).
- Exercise Breaks: Allowing students the opportunity to move around and take appropriate brain breaks is important. This is great for any student in the class, but especially for autistic students who need the rest.

Sources
- https://www.ldatschool.ca/assistive-technology/
- https://files.eric.ed.gov/fulltext/EJ967467.pdf
- https://www.elemy.com/studio/autism-and-education/accommodations/
- https://www.google.com.hk/url?sa=i&url=https%3A%2F%2Fwww.st-marys.rbkc.sch.uk%2Four-school%2Fsensory-room&psig=AOvVaw2aBp4Q9WZ9gXoowldxFDdA&ust=1650636559245000&source=images&cd=vfe&ved=0CAkQjRxqFwoTCLiO74KrpfcCFQAAAAAdAAAAABAD

# data[].attributes.body
Incident level
High incidence

Assistive technologies

- Frequency modulation: FM is a tiny radio station with its own frequency. An FM system has two parts. One part is a microphone that the speaker wears, and the microphone sends a signal to a receiver. You wear the receiver on your ears or in your hearing aids. This lets the speaker's voice go directly to the hearing person.

- Infrared systems: IS uses light waves to send sounds across a room. The system changes sounds into light and sends to a receiver. The receiver turns the light waves back into sound. The receiver can be in your hearing aid or wore alone. IS are often used at home with your TV. They are also used in big places are theaters. The system lets you hear the TV without turning the volume up too high.

-  One-to-One Communicator: This is used when you just want to hear one person. The person can speak into a microphone. The sound goes into the hearing aid or headset.

Other Accommodations

-  Rooms with carpets and couches will help them hear better since the sound is less likely to bounce around the room.

- Text telephones: These type the message so you can read it

- Speech recognition programs: These change speech into text that you can read
- Devices that make phones louder
- Louder answering machines
- Loud doorbells
- Wake-up alarms. These can be a loud bell or a vibrating clock

Sources
https://www.asha.org/public/hearing/hearing-assistive-technology/

# data[].attributes.body
Incidence Level
Low Incidence

Assistive Technologies
- Hearing Aids: These devices take the sound from an environment and make it louder so that someone who is deaf can hear it. Not everyone who is deaf benefits from hearing aids.
- Cochlear Implants: Devices that are surgically implanted behind a person's ear; for some (but not all), they can stimulate the auditory nerve.
- Personal FM Systems: These devices send the teacher's voice through a wireless microphone directly to the student and help the student to hear more clearly.
- Visual Alerting Devices: These help students who are deaf to see visual cues (such as flashing light) or feel tactile cues (such as vibration) as a way to alert them of something.
- Translation Services: These allow for the words that a teacher speaks to be transcribed for a student who is deaf and needs to visually take in new information.
- Captioned Videos: If presenting information in a video format, include captions for students who are deaf.

Other Accommodations
- Seating: Ensure that students who are deaf have a clear line of sight of the teacher and the classroom as a whole. They should be able to watch the teacher's face, particularly mouth (if lip-reading), body language, and gestures. A horseshoe shape with the teacher clearly visible is a good idea.
- Visual Clues: Provide as many visuals while talking, whether those are pictures, hand gestures, etc.
- Speak Slowly But Naturally: Students who may be lip-reading need people to enunciate words clearly and at a normal pace. Also, repeat yourself when necessary.
- Avoid Talking Over Each Other: Set the classroom expectation that students raise their hand to speak and that only one person speaks at a time. Ask students to pause after identifying themselves as the speaker so that the student who is deaf has a moment to know who to focus on, particularly if they are reading lips.
- Reduce Background Noise: If a student who is deaf wears and relies on a hearing aid, it is important that there is nothing interfering with the feedback of the device. This could look like keeping doors and windows closed.
- Teach Sign Language: Use the opportunity to teach everyone in the classroom how to communicate via Sign Language. Make it a priority for students to show their peer that they are valuable and important by learning how to communicate with them, even at the most foundational level.
- Small Group Activities: Encourage students to work together and help them to learn ways of communicating with each other. Small group activities can allow for them to reach across the divide and get to know each other better. It's important to group students who are deaf with students who are kind and inclusive, and can model that behavior for others.
- Student Aide: If the school has the ability, having a student aid who is fluent in Sign Language would be very helpful for a student who is deaf. Keeping this student aide in the loop and helping them to know what the lessons will be about prior to the lessons so that they can prepare accordingly on their end is great.
- Study Guides/Pre-Written Notes: It can be very difficult for students who are deaf to listen to a lecture and take efficient notes. Providing a study guide or notes ahead of time helps them to follow the material more clearly and contribute more to the class discussions.

Sources
- https://crsreports.congress.gov/product/pdf/R/R46566
- https://deafunity.org/article_interview/7-teaching-strategies-to-empower-deaf-students/
- https://www.weareteachers.com/children-deaf-hard-of-hearing/
- https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/assistive-technology/assistive-technologies.html
- https://www.northamptonshire.gov.uk/councilservices/children-families-education/SEND/local-offer/Documents/NCC%20Sensory%20Impairment%20Service%20-%20Support%20for%20Deaf%20Children%20in%20Education%20Settings%20(PDF%20110KB).pdf
- https://www.google.com.hk/url?sa=i&url=https%3A%2F%2Fverona917.wordpress.com%2F2011%2F01%2F20%2F&psig=AOvVaw1vFPXJNcfI24fXpI-afMaX&ust=1650639973043000&source=images&cd=vfe&ved=0CAkQjRxqFwoTCLDs0J-3pfcCFQAAAAAdAAAAABAI

# data[].attributes.body
Incident level

Low level

Assistive technology

- On-screen keyboard with trackball for writing

- Talking calculator for math

- Environmental control unit for cooking activity

- Chemistry laboratory glassware modified with handles

Other Accommodations

-  Environmental arrangement modification: scheduled rest breaks, preferential seating, materials

-  Instructional modification: study outlines, extra repetition, organization, extra set of books

-  Class participation modification: extra time to respond, alternate response mode, augmentative communication

-  Tests and Assignments modification: extended time, shorter test segments, alternate responding, computer use alternate input, alternate test format

- Others: assistance in moving chair up to desk, use of mechanical feeding device, assistance with toileting, assistance of mobility

-  Special seating arrangements to develop useful posture and movements.
- Instruction focused on development of gross and fine motor skills.
-  Securing suitable augmentative communication and other assistive devices.
- Awareness of medical condition and its affect on the student (such as getting tired quickly)

Sources
https://files.eric.ed.gov/fulltext/EJ678650.pdf

# data[].attributes.headline
Speech or language impairment - Hyunsong

# data[].attributes.subject
Speech or language impairment - Hyunsong

# data[].attributes.body
Incident level

Low incidence

Assistive technologies

-Picture board/Touch screen: This device uses pictures or symbols of typical items that make up a person’s daily life. For example, a person might touch the image of a glass to ask for a drink. Many picture boards can be customized and expanded based on a person’s age, education, occupation, and interests.

- Text display: Keyboards, touch screens, and sometimes a person’s limited speech may be used to communicate desired words. The display panel typically faces outward so that two people can exchange information while facing each other. Spelling and word prediction software can make it faster and easier to enter information.

- Speech generating device: This device go one step further by translating words or pictures into speech. Some models allow users to choose from several different voices, such as male or female, child or adult, and even some regional accents. Some devices employ a vocabulary of prerecorded words while others have an unlimited vocabulary, synthesizing speech as words are typed in. Software programs that convert personal computers into speaking devices are also available

Other Accommodations

- Text telephone: consists of a typewriter keyboard that displays typed conversations onto a readout panel or printed on paper. Callers will either type messages to each other over the system or, if a call recipient does not have a TTY machine, use the national toll-free telecommunications relay service at 711 to communicate.  Through the relay service, a communications assistant serves as a bridge between two callers, reading typed messages aloud to the person with hearing while transcribing what’s spoken into type for the person with hearing loss.

-        Captioned telephones

-        Sign language

-        Picture communication board

-        Adapted books

Sources
https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

https://guides.library.illinois.edu/c.php?
g=613892&p=4265891

# data[].attributes.body
Incidence Level
Low Incidence

Assistive Technologies
- Tape Recorders: This allows students with TBI to record lessons and listen back when they have the ability to focus.
- Calculators: TBI often affects students' basic mathematical skills, so having access to a calculator helps to put them more on the same level as their peers.
- Electronic Spellers: Students with TBI may struggle with spelling words and appropriate grammar. This enables them to focus on the content they are producing rather than the spelling/grammar of it.
- Alert Devices: These help to remind students of different tasks throughout the day. Some devices can run at specific times in order to cue actions.
- Mobility Equipment: This could be a walker or a wheelchair or something else that helps a student with TBI move around. Some students with TBI struggle with strength and coordination, so having equipment like this is very helpful and necessary.
- BeeLine Reader: This helps students to read information by highlighting parts of paragraphs as a way to allow the student to better focus on what is being read rather than feel overwhelmed by all of the words on the page.
- Meditation APPs: These APPs can help calm students down and relax as needed. There are also sensory-based meditation APPs that can do the same thing.
- Text to Speech: This technology may help students who learn better through auditory techniques, particularly when looking at a lengthy amount of writing. Students are able to focus more on the meaning of the words rather than sounding out the words, and then comprehend the message more clearly.
- Speech to Text: This technology allows students to verbally communicate their message and have it be transcribed for them. They won't be bogged down by spelling and grammar, but the message will come through clearly.
- Word Prediction: This technology also assists students in focusing on the meaning of their message rather than the logistical aspects of it. The software predicts what they may want to say and it helps with vocabulary.

Other Accommodations
- Seating: Ensure that the student can clearly see the teacher and eliminate as many distractions as possible.
- Visuals: Use visuals (pictures, gestures, etc.) to communicate your meaning.
- Frequent Repetition and Summarization: Students with TBI often struggle with remembering information. If the teacher or peers are repeating information or summarizing it clearly, it will help them to take it all in. Encouraging the student with TBI to also repeat and summarize would be helpful as well.
- Appropriate Amounts of Time for Tasks: Students with TBI often need a little extra time to process information and complete tasks. Allocate extended time on assignments/tests/etc. to accommodate for this.
- Waiting for Response: Requesting a short processing time for all students to quietly think about potential answers will allow for more students (including students with TBI) to participate in class discussions.
- Brain Breaks: Students with TBI need appropriate breaks in the middle of learning. Break the assignments or lessons into chunks could allow for more focused concentration outside of the breaks.
- Clear Organization: Provide checklists and written outlines of the tasks that need to be completed.
- Routine: Ensure that the classroom routine is predictable and consistent so that the student understands what is expected of them and therefore how to operate in given situations.
- Orally Check Understanding: Ask the student to verbally repeat the directions to ensure that they understand what is being asked of them.
- Rest: Students with TBI often suffer from fatigue after a period of activity. It is important to have physical spaces and opportunities for them to rest (i.e. a sensory room, a Calm Corner, etc.).
- Offer Practice Tests and/or Study Guides: Help students with TBI prepare better for upcoming tests by providing a more targeted lens of the content.
- Testing Location: Allow students with TBI to test in a different location, such as a quiet classroom, the library, etc. so that they can take their test with fewer distractions.
- Oral Tests: If it suits a student's needs, consider allowing them to test orally rather than in written form. As long as they are demonstrating that they understand the content, they should be able to test in a way that fits their abilities.
- Large Print: Some students with TBI could benefit from visuals on a larger scale. Zoom in on text when presenting it to the class and consider offering a large print version of printed handouts.

Sources
- https://www.swwc.org/site/Default.aspx?PageID=898
- https://ttaconline.org/Document/zxbIhX_YCJN3wxegcs5m-TvlvVK8k_ge/teachingstrategiesforstudentswithbraininjuries.pdf
- https://www.ws.edu/student-services/disability/teaching/brain.shtm
- https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
- https://www.ccaurora.edu/mycca/web/accessibility/teaching-strategies/tbi
- https://tbiresources.partnership.vcu.edu/media/tbi-resources/AssistiveTechnologyStrategiesforStudentswithTBI2017.pdf
- https://www.google.com.hk/url?sa=i&url=https%3A%2F%2Fwww.beelinereader.com%2F&psig=AOvVaw0k9zhEHgWJ8LHc1-X0oIPH&ust=1650643382178000&source=images&cd=vfe&ved=0CAkQjRxqFwoTCKiCkPnDpfcCFQAAAAAdAAAAABAD

# data[].attributes.body
Incidence Level

Medium Incidence

Assistive Technologies

Physical Delays

- Adaptive grips to make writing utensils, scissors and other tools easier to hold

- Manipulatives to strengthen the muscles in the hand and arm

- Sip and Puff Systems allow for the control of a computer, mobile device or other technological applications by the child using their mouth.

Cognitive Delays

- Visual schedules help children who have trouble remembering things to make transitions independently.

- Object calendars are a similar tool for remembering the daily schedule

- Graphic organizers can help children organize their thoughts

- Audiobooks can assist students who are struggling to read

Communication Delays

- Echo microphones can be used to help promote speech and sound development

- Text to speech software allows students to type out what they want to say and the computer reads it out loud for them.

- Communication key chains can provide students a number of important phrases that allows children to communicate.

Social-Emotional Delays

- Social stories are a valuable tool to provide students examples of managing various situations. Books are a low tech example and Sandbox Learning is a high tech example that provides social stories.

- Safe zones or calming corners can be provided for when the child is feeling overwhelmed.

Accommodations

Depending on the kind of delay, choose strategies that address the needs of the individual.

Physical Development

- Plan physical activities when the student has the most energy

- Provide daily opportunities for hand-held tools and objects, such as clay, blocks, scissors, writing utensils, buttons, zippers and more.

- Use songs with fingerplays to develop fine motor skills.

Cognitive Development

- Allow students time to finish tasks and work at their own pace

- Breakdown tasks into smaller steps

- Demonstrate while giving verbal instructions

- Be consistent with classroom routines

- Repeat instructions and directions frequently

Communication Development (Speech and Language)

- Identify and establish communication systems for children who are non-verbal

- Develop a procedure for when the student needs to ask for help

- Allow student choice in the communication methods they may choose

Social-Emotional Development

- Provide opportunities for parallel play and interaction with others

- Value and acknowledge student’s efforts

- Model conflict resolution by remaining calm

- Provide reasons for rules and limits

- Develop empathy by imagining how others might feel from a kind of behavior

Adaptive Development

- Explicitly teach life skills

- Plan experiences that are relevant to the child’s world

- Teach and model best practices about safety

- Incorporate ways to practice self-help and and personal care in classroom centers

Sources

https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/

https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/

https://www.pacer.org/ec/assistive-technology/

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

https://allplaylearn.org.au/early/educator/developmental-delay/

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

# data[].attributes.attachment_link.title
Assistive Technology for Developmental Delays, Part 1

# data[].attributes.body
Incidence Level

Medium Incidence

Assistive Technologies

- Cognition tools assist people lacking thinking skills, attention and memory retention. Time management tools, graphic organizers, activity planners and reminders are some common examples.

Educational tools such as screen readers, voice recognition programs, text-to-speech software, graphic organizers, proof reading software provide ease of reading and writing for students.

Communication tools such as audiobooks and communication cards offer an alternative to speech and allow for communication in an augmentative way.

Accommodations

-Academic Accommodations: Adaptations to the curriculum and learning activities may be required to include the student in the classroom.

- Learning Environment: Some students with ID may have visual, hearing and/or physical disabilities as well. Seating plans, classroom arrangements, behavior expectations and classroom procedures may need to be adjusted.

- Consider adjusting communication style like getting their attention before speaking, being clear and specific, using visual instructions, and using “least-to-most” prompts

- Customize activities to their current level of understanding to increase engagement and promote success.

- Students may require extra repetition and practice

- Provide lots of opportunities for students to work with groups and allocate specific tasks. Peer learning, friendships and social skills are an important part of group work.

Sources

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

https://allplaylearn.org.au/primary/teacher/intellectual-disability/

https://www.ukessays.com/essays/teaching/accommodations-intellectually-disabled-7542.php

# data[].attributes.headline
Emotional Disturbance (By Young Bok Han)

# data[].attributes.subject
Emotional Disturbance (By Young Bok Han)

# data[].attributes.body
Incidence Level: High Incidence

Assistive Technologies
- Vision Board: Goals and reminders visually seen.
- Point/Incentive Sheet: Positive reinforcements and motivation tool
- The Talklight: The lights flash according to the level of noise in class. Self-monitored and positive reinforcement.
- Music Player: Keep the classroom calm and focused.
- Reminder Devices: Any vibration or signal to keep focused.
- Multi-sensory Integrated Technology Programs: Example(CalmConnect https://prio-health.com/) Scientifically proven program to calm that connects brain and nerve system.

Accommodations
- Simple and classroom rules
- Clear teaching activities
- Reward Positive behaviors
- Mini-breaks between assignments during class
- Fair treatment for all
- Offer choices
- Allow extended time to complete assignments
- Small group testing or one to one testing
- Alternative seating like wiggle cushions or exercise ball
- Frequent check-ins
- Provide additional space between desks
- Noise-canceling headphones
- Dim lighting
- Provide a routine schedule visually presented

References
https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
https://resilienteducator.com/classroom-resources/5-tips-for-handling-ebd-kids-emotional-behavior-disorder-in-an-inclusive-classroom/
https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/

# data[].attributes.body
Incidence Level

High Incidence

Assistive Technologies

- Tools that assist with organization like notebooks and organizers help student with ADHD. Some students can be overwhelmed by large projects, so breaking things down into steps can be helpful.

- Text-to-speech technologies read and highlight words, assisting students to focus on the text while reading/listening.

- Writing assistance software such as speech-to-text where oral skills are stronger than written skills, or text prediction software can help build vocabulary and more easily express thoughts on the computer.

- Daily and weekly schedules help with organization.

- Fidget items like squeeze balls, velcro, silly putty, rubic's cubes and spinners help students with ADHD concentrate

- Chairs that swivel or wobble support students with ADHD to concentrate

Accommodations

- Teach these students specific strategies for organizing thoughts and materials.

- Simplify steps for more complex assignments.

- Allowing students to have fidget items at their desk or on the rug

Flexible working stations and allowing for movement can assist students with ADHD

- Allowing students extra time to shift from one activity to the next to get organized.

- Allow students extra time to finish assignments or tests.
- Organizational checklists help make sure students are accomplishing important tasks and making progress
- Highlighting important content can allow the student to digest essential materials.

Sources:

https://guides.library.illinois.edu/c.php?g=490037&p=3350464

http://www.projectidealonline.org/v/health-impairments/

https://www.edutopia.org/discussion/17-ways-help-students-adhd-fidget

# data[].attributes.attachment_link.title
Other Health Impairment: Students wit Disabilities

# data[].attributes.body
Incidence Level:
Low Incidence

Assistive Technologies: Differ depending on individual needs

Visual Disabilities
- Screen readers: provides text to speech translation while using the internet. Playback speed can be changed.
- Braille displays: translates digital text into braille dots.
- Dictation: user can navigate internet using their own voice

Hearing Disabilities
- Alerting devices: converts audio alerts to visual alerts
- Telecommunications: video chats, amplified phones, texting
- Enhanced listening: connect audio directly to someone's hearing aid
- Visual communication: captions and transcripts

Other Accommodations:
- Children up to the age of 3 are eligible for early intervention services. These services provide: assistive technology, hearing services, speech/language services, medical services, nursing services, occupational therapy, etc. State policy decides what is free and what is paid for on a "sliding-scale" fee ( fees are based on what you earn).
- Special education services offered through local schools.

Sources

https://www.parentcenterhub.org/deafblindness/#:~:text=There%20are%20approximately%20roughly%2045%2C000%20to%2050%2C000%20individuals,a%20person%20cannot%20hear%20or%20see%20at%20all.

https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/#:~:text=Assistive%20technology%20used%20by%20deaf-blind%20people%20Assistive%20technology,for%20deaf%20users%2C%20depending%20on%20their%20individual%20needs.

# data[].attributes.body
Incidence Level
Low Incidence

Assistive Technologies: positioning, language, motor skills and sensory issues should be taken into account.
- Handheld computer: can be set to meet individual student needs, can include visual information (pictures) and audio instructions, uses a touch screen for motor control issues.
- Augmentative/alternative communication: instructional technique, device, or system that helps support communication

symbol systems

choice boards

object prompts

physical modeling

computer/microswitch technology

- Pencil grips: helps control handwriting, teaches how to hold a pencil, develop find motor skills
- Wheel chair: assist in mobility and create independence
- Screen magnifier: helps students focus on certain sections, if visually impaired it helps them see the material easier

Accommodations:
- Scheduling: give student more time, break up assignment over several days
- Setting: work in smaller groups, one-on-one with the teacher
- Materials: audio books/lessons, large print books, lesson notes
- Student response: allow student to give answers orally or through using their AT
- Instruction: using a tutor, reduce reading level

Sources

http://www.projectidealonline.org/v/multiple-disabilities/

https://www.parentcenterhub.org/accommodations/

https://swilsonassistivetechnology.weebly.com/multiple-disabilities.html

# data[].attributes.headline
Visual Impairment including blindness - Brenna

# data[].attributes.subject
Visual Impairment including blindness - Brenna

# data[].attributes.body
Incidence Level:
- Low Incidence

Assistive Technologies:
- Screen readers: applications that can translate text to speech
- Magnifiers: magnify an area on the screen to meet user needs
- Braille printers: receive data from computers and convert to braille
- Abacus: tool used to help students solve simple math problems without having to write
- Audio books
- Walking canes
- All-In-One: electronic glasses that enhance remaining vision

Accommodations:
- Preferential seating: students are place closest to the teacher, closest tot the board, and direction from the board is considered
- Reduced visual distractions: child may face away from the board and busy walls full of charts and posters
-  Increase white space on worksheets
- One-on-One teacher time

Sources:

https://sites.google.com/site/inclusionresourcenotebook/disability-areas

https://assistivetechnologyhub.com/assistive-technology-for-blindness-or-visual-impairments/

https://esighteyewear.com/assistive-technology-visually-impaired/

https://www.theottoolbox.com/visual-impairment-accommodations/

# data[].attributes.headline
Specific learning disability, SLD (By Young Bok Han)

# data[].attributes.subject
Specific learning disability, SLD (By Young Bok Han)

# data[].attributes.body
Incidence Level: High

Assistive Technologies
- Alternative Keyboards : Special outlays of keys that are customized to reduce typing with function.
- Audio Books: Helpful for students with reading disabilities like Dyslexia and demographic disorder
- Electronic math worksheet.
- Graphic organizer
- Voice to text
- Talking calculation
- Grammarly
- Communicator device
- Timmers

Accommodations
- Provide copy of class note (helpful for students with less fine motor skills)
- Allow extended time for writing
- Provide feedback
- Choice or oral exams
- Multiple choices of project completion
- One on one or small group instruction
- Modifications of content
- Large print
- Alternative furniture arrangement (ex. standing desk, fidget foot roller)

References
https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overviewhttps://www.washington.edu/doit/academic-accommodations-students-learning-disabilities
https://child-testing.com/resource-center/accommodations-for-students-with-learning-disabilities/