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The article mentions some technology that may help in the classroom, such as text-to-speech, attention reminder watches, voice recognition, and ways to monitor classroom volume levels.

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Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically

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Spread the loveBehavioral disabilities can be challenging for educators because there seem to be very few aids available. The struggling students can be very disruptive to the classroom experience, making it hard for others to learn. As edtech begins to play a more prominent role in our school districts, teachers may want to consider that assistive technology could help.

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Biofeedback technology to improve student response to stressful environments

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Biofeedback technology to improve student response to stressful environments

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"Typically students will meet one-on-one with a biofeedback counselor for four sessions. Sessions last between 45-60 minutes. During the sessions you will be connected to a computer to learn breathing techniques to improve control over how you react to stress. Eventually you will learn to apply these skills on your own without the use of a computer."

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BIOFEEDBACK

What is Biofeedback?

Biofeedback is a non-invasive computer-based training system used to teach you how to gain better control over your body's responses to stress. The program is currently being offered via telehealth using apps available to download on a smartphone, tablet, or smartwatch.

Intro to Biofeedback

Benefits of Biofeedback

Weekly Practice Record

Click here to print a practice record to help you keep track of your weekly practice sessions.

Breathing rate audio samples

Biofeedback References

Applehans, B. M. & Lueken, L. J. (2006). Heart rate variability as an index of regulated emotional responding. Review of General Psychology, 10(3), 229-240.

Blumenstein, B., Bar-Eli, M., & Collins, D. (2002). Biofeedback training in sport. In B. Blumenstein, M. Bar-Eli, & G. Tenenbaum (Eds.), Brain and body in sport and exercise: Biofeedback applications in performanceenhancement, (pp.55-76). Chichester, UK: Wiley.

DeWitt, D. J. (1980). Cognitive and biofeedback training for stress reduction with university athletes. Journal of Sport Psychology, 2, 288-294.

Dupee, M. & Werthner, P. (2011). Managing the Stress Response: The Use of Biofeedback and Neurofeedback with Olympic Athletes. Biofeedback, 39(3), 92-94.

Gevirtz, R. (2013). The promise of heart rate variability biofeedback: evidence-based applications. Biofeedback,41, 110-120.

Henriques G., Keffer S., Abrahamson C., & Horst, S. J. (2011). Exploring the effectiveness of a computer-based heart rate variability biofeedback program in reducing anxiety in college students. Applied Psychophysiology and Biofeedback, 36(2), 101-112.

Kadison, R. & DiGeronimo, T.F. (2004). College of the overwhelmed: The campus mental health crisis and what to do about it. San Francisco: Jossey-Bass.

Siepmann, M., Aykac, V., Unterdörfer, J., Petrowski, K., & Mueck-Weymann, M.(2008). A Pilot Study on the Effects of Heart Rate Variability Biofeedback in Patients with Depression and in Healthy Subjects. Applied Psychophysiology & Biofeedback, 33(4), 195-201.

Tarrant, J. M., Mueller, H., & Raynes, D. (2011, June). The Effects of Heart Rate Variability Biofeedback on College Student Anxiety, Stress and Coping: A Preliminary Examination. Poster presented at the annual meeting of the American College Health Association, Phoenix, AZ.

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Biofeedback | Student Affairs and Campus Diversity | SDSU

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Biofeedback is a non-invasive computer-based training system used to teach you how to gain better control over your body's responses to stress. The program is currently being offered via telehealth using apps available to download on a smartphone, tablet, or smartwatch. Click here to print a practice record to help you keep track of your weekly practice sessions.

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...Opening Spotify...

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Behavior, Meltdowns and Mind Shifts in Children with Autism and/or ADHD

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Listen to this episode from THE AUTISM ADHD PODCAST on Spotify. Join Dr. Wilson and I as we chat about - Differences between autism & ADHD Emotional dysregulation Building supports Challenging behavior Academic concerns, and Celebrating wins.

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...Opening Spotify...

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86| Intellectual Disability – With Dr. Jennifer Huffman

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We discuss intellectual disability (ID) with Jennifer Huffman, Ph.D., ABPP-CN, a board certified pediatric neuropsychologist. We discuss diagnosis of ID, including strengths and weaknesses of different test batteries, as well as the importance of adaptive functioning. We also cover etiology (e.g.,…

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...Opening Spotify...

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The process for identifying a specific learning disability such as dyslexia is complicated in the public school setting. In this episode Mary explains the RTI (Response to Intervention) process. She also breaks down how a student is eligible for special education in the public school. Key take away…

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The article finds that students with TBI are often in special education for years after the injury, and that there is a lack of effective intervention programs in most schools.

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Assistive technologies for social skill development and self-regulation

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Assistive technologies for social skill development and self-regulation

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The school district's site links to some technology to help in emotional self-management, such as calming and breathing tools, as well as methods to develop social skills and positive interpersonal interactions.

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Social stories are short individualized stories devised as a tool to help students better understand the nuances of interpersonal communication so that they could interact in an effective and appropriate manner. They can be used to introduce a new environment or activity, review appropriate ways to complete daily activities, assist in problem solving, or discuss changes to a schedule/routine.

Sample social stories and directions found here:

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Assistive Technology / Social-Emotional Behavioral Tools

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Social stories are short individualized stories devised as a tool to help students better understand the nuances of interpersonal communication so that they could interact in an effective and appropriate manner. They can be used to introduce a new environment or activity, review appropriate ways to complete daily activities, assist in problem solving, or discuss changes to a schedule/routine.

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Strategies for managing and teaching students with emotional disturbances

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Strategies for managing and teaching students with emotional disturbances

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The article states that "we must regulate behaviors before any learning will occur", which is something I think is true even for those who are not disabled. Being in a calm, relaxed and comfortable state allows the individual to learn, while if someone is agitated or anxious they will be preoccupied with their emotional state rather than focused on the learning tasks in front of them.

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Building Resiliency

The encouraging news is that young people have the innate capacity to bounce back from adversity. You can create an environment that feels safe and connected by helping students understand how negative emotions hijack our learning. I am currently teaching young adolescents, many with significant emotional and behavioral challenges. To facilitate a predictable and consistent environment, we create class guidelines, procedures, and engagement systems so each student knows the class expectations and routines. Here are four strategies that have really worked with my students.

1. Brain-Based Learning Centers

In my classroom, students can go to one corner to recharge and calm down from negative emotion. This corner is called the "amygdala first aid station" as the amygdala is the fight/flight/freeze center in the brain. Students needing a quiet area with tables to study or to complete work can go to the "hippocampus area," named after the part of the brain that memorizes and connects new information to what we already know. Finally, the "prefrontal cortex area"-named after the problem-solving center of the brain-includes tables and collaborative spaces for students who are ready to discuss projects or ideas, watch documentaries, and collaborate. When we teach students about their brain functions and connect them to specific activities, they become more self-aware and fluent in their own cognitive processes. Check out my post " Brain Labs: A Place to Enliven Learning " for a helpful resource as you think about how to design predictable and safe spaces to learn, socialize, and recharge.

2. Personalized Check-In Notes

If students are in a negative brain state, we must regulate behaviors before any learning will occur. The best way I have found is to first attend to their emotional temperature, to let them know I am present and available no matter the negative behaviors. To connect with and create consistency for a diverse array of students with different needs, I use waiter and prescription pads as a way of personalizing communication throughout the day. These are particularly effective for reaching those students who don't respond to spoken communication. Share notes, small goals, affirmations, and requests to maintain individualized consistent connections. Once the task or goal has been ordered and received, you can create fun ways to make a payment or incentivize.

3. Structured Emotional Support

The "2x10 Strategy" developed by psychologist Raymond Wlodkowski is an excellent brain-aligned strategy to implement with our most challenging students. For two minutes each day, 10 days in a row, teachers have a personal conversation-either written or in-person-with a student about anything the student is interested in, as long as the conversation is G-rated. Wlodkowski found an 85 percent improvement in that one student's behavior. In addition, he found that the behavior of all the other students in the class improved.

4. Locked Journal for Safe Self-Expression

When we write out our thoughts and feelings, we clear space in the frontal lobes for positive emotion and higher cognitive processes. A locked journal can give students a safe place to release anxiety while maintaining control over their own privacy. If a student chooses to write or draw their feelings and thoughts through this format, we discuss how this journal can become a trusted friend, and how they might be able to use it to prototype creative forms of expression to be shared under the appropriate circumstances.

Delivery Matters

In working with students, your method of delivery will make a big difference. Students who are emotionally shut down and unresponsive to words may respond better with written notes. You can create note cards for directions, choices, or explanations, and give students the opportunity to write their responses rather than speak. All behavior is communication. Although I might not get a verbal response from a student, I always keep trying with the option of sharing notes and letters.

What I am learning every day-even as a seasoned educator-is that I must regulate behaviors before any learning will occur, and the strategies above have helped immeasurably. Students who struggle with emotional disturbances are some of our most vulnerable, but when we can create predictable and consistent supports for them, their inner resilience can shine.

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Reaching Students With Emotional Disturbances

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A seasoned educator shares four ideas for supporting students who have suffered emotional trauma.

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What is dyslexia? - Kelli Sandman-Hurley

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Auditory learning is a big part source of information, so why not make mundane things more interesting? Above are 26 songs for each braille letter played in multiple genres to get its tune stuck in a student's head. Forever.

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published on

The 26 Braille letter songs include the braille dot numbers and alphabetic word sign contractions for each letter of the English alphabet. Dot numbers are linked to consistent musical pitches to ensure that each song has a unique melody and to assist with the memorisation of each letter's braille formation. Christine Casey and Steve Sparrow voices can be heard. Steve, Christine and Rikki Chaplin also played the instruments.

Genre

Learning

Contains tracks

License: all-rights-reserved

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Queensland Department of Education | Braille Letter Song by Department of Education

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The 26 Braille letter songs include the braille dot numbers and alphabetic word sign contractions for each letter of the English alphabet. Dot numbers are linked to consistent musical pitches to ensure that each song has a unique melody and to assist with the memorisation of each letter's braille formation.

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This PDF includes suggested AAC for students to learn literacy skills.

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Many articles on wikihow and ect list how you must make materials with big fonts, and high contrast, and this article is a great example of what that looks like.

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Teaching fractions starts in preschool and continues into high school years. Creating a strong baseline for success is key. As educators we must provide learning opportunities with appropriate materials for our students with visual impairments.

No Cost Fraction Materials:

Fold and cut paper into pieces with your students, start with a half and then into quarters

Use an apple and cut into pieces

Use play dough or clay and make pies/circles and long tube and cut together into fractions

Use a paper plate and divide it into fractions

For Purchase Fraction Materials:

Magnetic materials are a plus because they stay in place better than just having them placed on a table which can easily be accidently moved.

For Purchase Fraction Materials:

Magnetic materials are a plus because they stay in place better than just having them placed on a table which can easily be accidentally moved.

Hands-on Fraction Packs for Students are inexpensive, portable packs that easily fit into a desk.
Flip-Over Concept Book - Fractions: Nemeth
Flip-Over Concept Books: FRACTIONS is an interactive print and braille book designed to teach elementary students who are blind and visually impaired about fractions, decimals, and percents.

It is from APH (American Printing House for the Blind) and is Federal Quota eligible.

Free App and Website:

Practice2Master Fractions is a free app from APH (American Printing House for the Blind), which is designed to help students with visual impairments become proficient in fraction calculations. It supplements teachers' instruction by providing students with an unlimited number of problems to practice.

A free website named Toy Theater has a good fraction practice game for some of our visually impaired students.

While I can't recommend that all the activities on this website are good for students with CVI and/or low vision, the fractions practice is definitely one that may work for some.

Toy Theatre website fraction activity

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Teaching Fractions with Appropriate Materials - Paths to Literacy

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Teaching fractions starts in preschool and continues into high school years. Creating a strong baseline for success is key. As educators we must provide learning opportunities with appropriate materials for our students with visual impairments.

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Assistive Technologies for Students who are Deaf/Hard of Hearing

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Assistive Technologies for Students who are Deaf/Hard of Hearing

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Strategies to help teachers Adapt teaching for Deaf/Hearing Impaired Students

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Strategies to help teachers Adapt teaching for Deaf/Hearing Impaired Students

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According to NIDCD (National Institute of Deafness or Other Communication Disorder), about 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears.  And more than 90 percent of deaf children are born to hearing parents.

For parents who only hope for the best, discovering their child is deaf can be heartbreaking and worrisome.  Aside from the fact that they need to exert twice the effort in overcoming everyday challenges, especially in communication, raising a deaf child; they also seek assurance that their children (regardless of disability) will thrive in school the way perfectly able kids do.

As Barbara Rice shared in United Federation of Teachers, “not all children with hearing impairments are in self-contained classes. Some teachers will have the opportunity to work with hearing-impaired youngsters in their general education, collaborative team teaching, special education and/or inclusion classes. Depending on the student’s Individualized Education Program, this may or may not include a sign-language interpreter and/or an itinerant Hearing Education Services provider.”

Barbara specialized in teaching hearing-impaired and deaf students, and she shared these tips for teachers who work with hearing impaired and deaf student yet unfamiliar with this population.

1. Be sure that the student wears his or her amplification device and you are wearing your microphone.

2. Keep in mind that few people are totally Most have some sort of residual hearing, and we want to utilize it fully.

3. Make sure your student has preferential seating with a direct view of your face and mouth.

4. Don’t yell at your student. Speak in a normal tone. Remember the microphone you have on?

5. If your student has an interpreter, then give him or her a copy of the lesson in advance.

6. Remember that there is no need to talk to the interpreter.

7. Don’t speak while writing on the board.

8. Use lots of pictures and graphic organizers. These kids are visual learners.

9. Repetition is key, as is the use of hands-on activities.

10. Every lesson is a language lesson. Hearing-impaired kids often lack necessary language skills, so every word counts.

(Access the full article here: Teaching children who are hearing-impaired)

Bright Hub Education also published an article on How to Teach Hearing-Impaired Students: Strategies for success!

Classroom Adaptations

A few easy steps can be taken to ensure the classroom is suitable for hearing impaired students. When possible, turn off equipment that creates background noises, such as fans and projectors, when not in use.

Communication Considerations

1. Look directly at the student and face him or her when communicating or teaching.

2. Say the student’s name or signal their attention in some way before speaking.

3. Assign the student a desk near the front of the classroom, or where you plan to deliver most of your lectures.

4. Speak naturally and clearly. Remember speaking louder won’t help.

5. Do not exaggerate your lip movements, but slowing down a little may help some students.

6. Use facial expressions, gestures and body language to help convey your message, but don’t overdo it.

7. Some communication may be difficult for the hard of hearing student to understand. Explicitly teach idioms and explain jokes and sarcasm.

8. Young hearing impaired children often lag in the development of social graces. Consider teaching specific social skills such as joining in to games or conversation, maintaining conversations, and staying on topic.

9. Male teachers should keep moustaches well groomed.

See TherapyTravelers Special Ed Teacher Jobs Today

Visual Strategies and Curriculum Accommodations

1. Adjust teaching methods to accommodate your visual learner’s needs by writing all homework assignments, class instructions and procedural changes on the board.

2. Arrange desks in a circular pattern if possible so hearing impaired students can see other students. This is especially important if they need to read lips.

3. Provide students with an outline of the daily lesson and printed copies of the notes, allowing them to focus on discussions and questions while you are teaching. Students can then be more engaged in learning and can easily review the notes at a later time. Since vision becomes a hearing impaired student’s primary means for receiving information, utilize visual aids whenever you can. Consider using posters, charts, flash cards, pictures, manipulatives, graphic organizers, artifacts or any visual items to illustrate concepts. Try to use captioned videos in class.

4. Follow all established guidelines within the student’s IEP (Individualized Education Plan), regarding classroom adaptations and aids for hearing impaired students. Don’t be afraid to contact your school district if you need help.

Regular Evaluation of Progress

It is critical for teachers to monitor the progress and understanding of all students, but especially so for those with special needs. Teachers must be sensitive to the needs of hearing impaired students and follow the IEP as closely as possible.

Expect Success

Teaching hearing impaired students doesn’t have to be difficult, as long as you are flexible. When you incorporate these strategies into your teaching practice, chances are that you’ll find a number of students who benefit from your efforts.

And here is another excellent article written by Jeannette Washington, M.Ed. (A former speech-language pathologist, Ms. Washington created Bearly Articulating, a company that provides multisensory tutoring online and in-home, college planning, and professional development to support the unique educational needs of learners struggling in reading, writing, spelling, speaking and other scholastic aspects of formal education.) And Jenna L. Kubly (studied theater history and received a B.A. from Bethel University (Minnesota), M.A. from the University of Colorado-Boulder, and Ph.D. from Tufts University. She is fascinated with all types of history, drama, and art, but especially the society and culture of the First World War. She has published essays and book reviews.)

In their article: Supporting Deaf and Hard of Hearing Students, you’ll learn about;

Differences: Deaf, Deafness, and Hard of Hearing

Tech Tools for Deaf or Hard of Hearing Students

How Schools Create More Audible Environments

Finding a College that Fits

Scholarships for Deaf or Hard of Hearing Students

Schools for Deaf or Hard of Hearing Students

Additional Resources

Expert Interviews

We are not affiliated with educators mentioned here.  But we thought that they shared constructive ideas that can help you succeed in teaching hearing-impaired and deaf students.

In the end, we all have a common goal; help hearing-impaired and deaf students receive proper education to unleash their full potential!

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Strategies for Teaching Hearing-Impaired and Deaf Students

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Discover the most effective strategies for teaching hearing-impaired and deaf students shared by the most passionate educators.

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The site contains a good description and summary of the disability, as well as some good ideas for how to manage it in the classroom.

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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Children are the beacon of hope for our future. Their mental health and emotional well-being are the very foundation upon which future success and happiness are built.

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4 Main types of dyslexia

The 4 types of dyslexia include phonological dyslexia, surface dyslexia, rapid naming deficit, and double deficit dyslexia.

Dyslexia is a learning disorder where the person often has difficulty reading and interpreting what they read. It is neither infectious nor brought on by vaccinations.

Dyslexia is not a form of autism. While dyslexia is a learning difficulty, autism is a developmental disorder.

While a child may struggle with comprehension, spelling, and writing, dyslexia does not mean that the person is intellectually low. Rather, a person with dyslexia may have a better intelligence quotient than a regular person.

Dyslexia is a widespread disorder and is estimated to affect 5 to 10 percent of the population. Some claim that up to 17 percent of the population may have reading difficulties.

There are no official diagnostic types of dyslexia. Earlier dyslexia was classified into several different types, but new classifications of it include four types, which are proposed based on the symptoms.

1. Phonological dyslexia

This is also called dysphonetic or auditory dyslexia.

People with this type of dyslexia have difficulty processing the sounds of the individual letters and syllables and cannot match them with the written forms.

2. Surface dyslexia

This is also called dyseidetic or visual dyslexia.

This type of dyslexia is marked by difficulty recognizing whole words, which probably results from vision issues or visual processing difficulties in the brain.

With trouble recognizing the words, these people may have a hard time learning and memorizing words.

3. Rapid naming deficit
The person finds it difficult to name a letter, number, color, or object quickly and automatically. The processing speed is low and takes time to name them.

4. Double deficit dyslexia
The person with double deficit dyslexia shows deficits in both the phonological process and naming speed. The majority of the weakest readers fall under this category.

Dyslexia is caused by an overburden of impairments in reading abilities that the person cannot adjust to effectively.

What are the causes of dyslexia?

It is often difficult to spot dyslexia in a child before they start attending school. People with dyslexia face challenges in reading, comprehending, and memorizing words.

Dyslexia is a condition that is present at birth and has a multifactorial etiology that includes:

Inheritance of genes that are related to dyslexia, and this condition runs in the family

Premature birth or low birth weight

Exposure to harmful substances, such as nicotine, drugs, and alcohol during pregnancy may affect fetal brain development

Brain development of the fetus may alter due to infections in the mother during pregnancy

Differences in brain parts that are related to reading and comprehension

Exposure to stress at a very young age

Though dyslexia is present at birth, adults with brain injury, stroke, or dementia may develop the symptoms of dyslexia

Dyslexia may worsen with age

However, this list is not comprehensive. In many cases, no specific cause may be found.

SLIDESHOW
See Slideshow

What are the symptoms and coping skills of dyslexia?

People with dyslexia face challenges in reading, comprehending, and memorizing words. However, early detection of the disorder and providing support to learn the words with other methods help them improve the condition.

The symptoms of dyslexia may be observed early in the preschool age and in school-going children and teenagers. Adults have distinctive symptoms that may lead to the diagnosis of dyslexia.

Preschool children

Delayed speech development

Difficulty memorizing letters and colors

Choosing wrong words, reverse sounds, or confusion between words that sound similar

Elementary and middle school children

Reading difficulty and may read more slowly than other children in the class

Difficulty processing information and memorizing things in a sequential order

Take longer to read and write

Trouble pronouncing new words or processing words with similar sounds

Avoid involving in tasks that include reading

Teen and adults

Take time to process or summarize what they read or write

Struggle with spelling or learning a new language

Mispronounce words or difficulty memorizing text or doing math

Difficulty reading aloud

Difficulty conveying a story

Poor handwriting

Poor academic performance

Medically Reviewed on 12/28/2022
Image Source: iStock Images

Understood. What is dyslexia? https://www.understood.org/articles/en/what-is-dyslexia

Teens Health. Understanding Dyslexia. https://kidshealth.org/en/teens/dyslexia.html

Higuera V. What Are the Different Types of Dyslexia? Ceril. http://ceril.net/index.php/articulos?id=564

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What Are the 4 Main Types of Dyslexia? Causes, Symptoms

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The 4 types of dyslexia include phonological dyslexia, surface dyslexia, rapid naming deficit, and double deficit dyslexia. Learn about dyslexia causes, symptoms, and coping skills.

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Assistive technology for individuals with Dyslexia

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Assistive technology for individuals with Dyslexia

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My daughter is part of the 15-20 percent of students and adults living with a language-based learning disability. According to the International Dyslexia Association, these individuals have some or all of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words and numbers.

Once we diagnosed her dyslexia, I understood she needed the help of assistive technology to learn at a rate on par with her classmates, but I wasn't sure where to start. In honor of Dyslexia Awareness Month this October, I reached out to several assistive technology experts to find out what technology they recommend for facilitating and improving reading, writing, spelling, and math.

Here's what Jamie Martin, Assistive Technology Specialist at the New England Assistive Technology Center and Karen Janowski, Assistive & Educational Technology Consultant at EdTech Solutions and co-author of Inclusive Technology 365 recommend. Although Janowski offers one caveat:

"Keep in mind there are pros and cons to all assistive technology and there isn't one miracle app, You may have to try a few before you find the best solution for you or your child."

IOS, Android

Both experts recommend Voice Dream Reader as the best app in the text-to-speech space. "It's like a Kindle app for your mobile device. You can highlight, take notes, and sync with Google drive, Safari, email, DropBox, and other reading services," says Martin.

You can change the fonts, colors, and line spacing, making small text far less intimidating for people with dyslexia. You can also use Voice Dream Scanner to scan text into the app and read it aloud.

You may be able to get the school to buy the app for you, or you can access it for $20 with the choice of in-app purchases.

What began as Recording for the Blind to help blinded soldiers after World War II is now a comprehensive library of more than 80,000 audiobooks designed for anyone with learning differences or visual impairments.

"It's a fantastic service where you can follow along with the text as you're listening, which is important for kids with dyslexia," says Martin. A human voice reads the text, which some kids find easier to listen to than a computer-generated one.

Ask your school's special education coordinator to provide you with a free membership. If your school doesn't offer one, you can buy the service for $11.25/month.
Web
Bookshare is a government-funded program that provides free access to electronic or ebook text and digital texts to people and students with disabilities. It's free for anyone K through 12 in the United States, and adults can buy access for $50/year.

Because Bookshare operates under a copyright exemption, you have to show a Proof of Disability (POD) form or documentation from the school.

Martin recommends Bookshare based on its extensive library, including many textbooks kids need for school. But, it's only digital text, so you'll have to use a text-to-speech tool to read the text out loud. Bookshare links to several reading tools, including Dolphin Easy Reader, Speech Central, Capti Voice, and Voice Dream Reader.

Speechify also deserves an honorable mention. It's a well-designed app for students and adults alike, and it's free with in-app purchases. You can scan a book, import a PDF, download from Google Drive, and sync across all your devices. Janowski says her 31-year-old dyslexic son swears by the app.

Apple or Android Device Settings

Check the settings on your Apple or Android device. By default, the text to speech option is turned off.

For Apple devices, go to Settings, select Accessibility, then Spoken Content to turn text to speech on.

For Android, go to Settings, select Accessibility, then text-to-speech output.

Also called reading pens, these tools use optical character recognition software to capture text and send it to your computer or mobile device. Use it as a highlighter to scan written material and then read or manipulate it digitally. Some pens will read the text out loud as you're scanning.

Reading pens are particularly helpful for reading handwritten material not available through programs like Bookshare or for mild dyslexics who struggle with multisyllabic words but don't need all text read out loud.

Writing, Grammar, and Spelling

Because dyslexia is a language-based disorder, troubles with spelling, grammar, and expression of thought are also challenges people with dyslexia face.

"I always recommend two different tools for kids: speech to text and word prediction," says Martin. "Luckily, the technology has come a long way and is no longer expensive. Built-in dictation tools on devices like phones, iPads, and Google Docs work incredibly well."

The problem is that kids may not want to use speech to text in the classroom because it's disruptive to other students, or they feel embarrassed to go out in the hall. They can use headphones, but teachers aren't always keen on this option during class. Programs that help with word prediction, spelling correction, and grammatical formatting like these will help with digital writing.

From Facebook groups to experts, Co:Writer came up repeatedly as the best writing tool for people with dyslexia and others who struggle with handwriting or the expression of thought.

Janowski loves Co:Writer because you can build libraries of words based on what you're writing about, or you can select from ones already available. For instance, you can select the Harry Potter library, and when you start typing H-o-g, Hogwarts will come up. The app also does a great job of recognizing phonetic misspelling, like blk for black or lfnt for elephant.

At $4.99/month for students, parents, or educators, the price tag is small. School districts can also buy a license for a large number of students and may be able to offer it free while your child is in school. Once you install the app or extension, it automatically syncs with Gmail, Google Docs, and many more.

Read & Write for Google Chrome

Chrome Extension
My daughter's special education coordinator set Read & Write for Google Chrome up on her school account, so I've had a chance to see how it works in action. The extension uses tools like screen mask (only the line being read is visible), simplify (summarizing complex language), and talk and type for a speech to text option. My ten-year-old navigates it like a pro, and the fact that the school gave it to her is a big plus.

The basic extension is free, but the premium version includes support for Google Docs, specifically, multi-highlighting options for active reading, extracting highlights, a vocabulary chart, a regular and picture dictionary, and word prediction. According to Google, the premium version is free for teachers to explore and costs $99 for a yearly subscription for student accounts.
Web
Martin says Grammarly is a little more than most kids need, and it's aimed at ages 13 and up, so keep that in mind. It's a cloud-based program that integrates with Google Docs and has a plug-in for Microsoft Word. What's great about Grammarly is it considers the context surrounding a word and can suggest changing something like your to you're when necessary.

The app also makes suggestions to re-phrase wordy sentences and add transitional phrases that can improve your writing. However, the full range of features isn't available on the free version. You'll have to upgrade to premium for $29.95/month or $139.95/year.

Not everyone with dyslexia struggles with math, so the options aren't as vast as language-based apps. If your child struggles like mine, Martin and Janowski recommend the following.

IOS, Android

This free app allows users to write a math problem on the screen or use their camera to snap a photo of the problem. The app then provides the answer and step-by-step instructions on how to come to the solution. Students can use the example as a guide for completing other problems.

It also links to interactive graphs and programs like Khan Academy for support videos.
IOS
The developers behind this app created it for their son, who has dyslexia and dysgraphia (a severe handwriting disorder.) The program provides students with virtual graph paper, and they can use a touchscreen keypad to solve math problems without using a pencil. They will have to type equations on a keyboard, so if they prefer dictation, this app might not be for them.

You can also save assignments in a searchable library. However, Mod Math is better for younger grades doing lower-level math. Mod Math is free but only available on Apple devices.
Website
Math Learning Center is a collection of apps targeted to students from pre-K to 5th grade. These apps support what's taught in school and provide extra resources for parents, teachers, and children. All are available on the web, IOS, or Android operating systems and provide English and Spanish options.

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The Best Assistive Technology for Dyslexics

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My daughter is part of the 15-20 percent of students and adults living with a language-based learning disability. According to the International Dyslexia Association, these individuals have some or all of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words and numbers.

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Definition

Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

Characteristics

The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas: neuromotor impairments, degenerative diseases, and musculoskeletal disorders. The specific characteristics of an individual who has an orthopedic impairment will depend on both the specific disease and its severity, as well as additional individual factors.

A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.

Cerebral palsy refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements. The four most common types of cerebral palsy include:

Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

Athetoid (movements are contorted, abnormal, and purposeless)

Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

Mixed (any combination of the types)

Cerebral palsy is also classified by which limbs (arms and legs) are affected. Major classifications include hemiplegia (left or right side), diplegia (legs affected more than arms); paraplegia (only legs), and quadriplegia (all four limbs).

Spina bifida is a developmental defect of the spinal column. Spina bifida is characterized by an abnormal opening in the spinal column and frequently involves some paralysis of various portions of the body. It may or may not affect intellectual functioning. Spina bifida is usually classified as either spina bifida occulta or spina bifida cystica. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.

Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.

Impact on Learning

The specific impact on learning of an individual is contingent upon the disease, its severity, and individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities.

Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction.

Teaching Strategies

As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.

In order for the student to access the general curriculum, the student may require these accommodations:

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)

Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:

Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)

Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)

Speech-Language Pathologists who work with the student on problems with speech and language

Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities

Other Therapists (Massage Therapists, Music Therapists, etc.)

Assistive Technology

Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:

Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Organizations

United Cerebral Palsy Associations, Inc.

1660 L Street NW, Suite 700
Washington DC 20036

Web: www.ucp.org

United Cerebral Palsy of Texas

The national organization and its nationwide network of affiliates strive to ensure the inclusion of persons with disabilities in every facet of society-from the Web to the workplace, from the classroom to the community. As one of the largest health charities in America, the mission of United Cerebral Palsy is to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network.

1016 La Posada, Suite 145
Austin, TX 78752

Email: info@ucptexas.org
Web: www.ucptexas.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Easter Seals--National Office

Easter Seals offers help, hope and answers to more than a million children and adults living with autism and other disabilities or special needs and their families each year. Services and support are provided through a network of more than 550 sites in the U.S. Each center provides exceptional services that are individualized, innovative, family-focused and tailored to meet specific needs of the particular community served.

230 West Monroe Street, Suite 1800
Chicago, IL 60606-4802

Web: www.easter-seals.org

March of Dimes Birth Defects Foundation

The March of Dimes mission is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They carry out this mission through research, community services, education and advocacy to save babies' lives. March of Dimes researchers, volunteers, educators, outreach workers and advocates work together to give all babies a fighting chance against the threats to their health: prematurity, birth defects, low birthweight.

1275 Mamaroneck Avenue
White Plains, NY 10605

Phone: 914-428-7100; 888-663-4637
Email: askus@marchofdimes.com
Web: www.marchofdimes.com

National Rehabilitation Information Center (NARIC)

The core mission of the Center is to collect and disseminate the results of research funded by the National Institute on Disability and Rehabilitation Research (NIDRR). NARIC staff members have been dedicated to providing direct, personal, and high-quality information services to anyone throughout the country.

4200 Forbes Boulevard, Suite 202
Lanham, MD 20706

Email: naricinfo@heitechservices.com
Web: www.naric.com

Spina Bifida Association of America

The Spina Bifida Association (SBA) serves adults and children who live with the challenges of Spina Bifida. Since 1973, SBA has been the only national voluntary health agency solely dedicated to enhancing the lives of those with Spina Bifida and those whose lives are touched by this challenging birth defect. Its tools are education, advocacy, research, and service.

4590 MacArthur Boulevard, N.W., Suite 250
Washington, DC 20007

National Institute of Neurological Disorders and Stroke (NINDS)

The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world. NINDS conducts, fosters, coordinates, and guides research; operates research projects, program projects, and research center grants; and collects and disseminates research information related to neurological disorders.

National Institutes of Health
National Institue of Neurological Disorders and Stroke
P.O. Box 5801
Bethesda, MD 20824

Web: www.ninds.nih.gov

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

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Body Mounts
The Body Mount is the solution for keeping your iPod, iPhone or iPad in place. It is idea for wheelchair use, holding your device in still and steady. It has two adjustable straps for maximum comfort and support.

Hand-e-holder
The Hand-e-holder is an easy-to-use, versatile holder for the iPad and other similar devices. It allows you to hold and view your iPad/tablet device comfortably in your hand while providing a 360° rotation.

Pogo Sketch stylus in a weighted utensil holder
This "combined" adaptive device makes an ideal pointer which works with an iPad and smaller devices for texting. The Pogo Sketch stylus is inserted into a weighted utensil holder. The additional weight and specific grip of the utensil holder helps to steady the user's hand whilst they type.

Table Top Suction Mount for iPad
The Table Top Suction Mounts provides a steady base for a standard iPad, 1st or 2nd generation. It mounts to flat surfaces and accommodates either portrait or landscape orientation. All controls and ports are completely accessible.

Wheel Chair Mount for iDevices
The wheel chair mounts from RAM provide easy access to your iDevice through safe and secure clamp base with cradle. Provides easy removal for endless mounting possibilities.

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Assistive Devices & Technology - Exceptionalities SRIG

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Body Mounts The Body Mount is the solution for keeping your iPod, iPhone or iPad in place. It is idea for wheelchair use, holding your device in still and steady. It has two adjustable straps for maximum comfort and support. Hand-e-holder The Hand-e-holder is an easy-to-use, versatile holder for the iPad and other similar devices.

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Teachers should understand that students with orthopedic impairments have difficulty performing many of the physical tasks necessary for typical classroom instruction. Teachers should accommodate obvious motor deficits (difficulty writing, speaking, sorting, organizing materials, sitting, walking, climbing stairs, eating or drinking independently, participating in athletic activities) and also understand the symptoms of relevant medical conditions as well as the side effects of medications taken by their students.

Modifications

The specific impact of orthopedic impairment on each student depends on the type of impairment, its severity, and individual factors, but teachers can implement strategies like the following on a case by case basis.

-Allow longer response time.
-Shorten assignments or extend time limits to accommodate for slower speed.
-Allow oral responses.
-Reduce demand for copying from the board or overhead by providing the student with notes or outlines.
-Provide frequent breaks to prevent fatigue and to improve concentration.
-Provide frequent position changes.
-Provide necessary assistance with personal needs such as feeding or toileting.
-Present material on a student’s dominant (most functional) side, or in the center, unless otherwise instructed by a therapist or facilitator.
-Ask whether a student needs more liquids and/or more toilet breaks than do other students.
-Provide environmental adaptations such as extra space, rounded or soft edges on desks, and equipment to provide support and stability.

Technology
-Insure that the student can always see the teacher and all activities, boards, overheads, DVDs, and other visual displays.
-Insure that the student can access work spaces, including laboratory equipment and the classroom computer. Consider height and the degree to which a student’s wheelchair or positioning equipment can fit the table or desk.
-Provide instruction in a variety of formats to meet multi‐sensory needs: simplified visuals and enlarged text, auditory input, and manipulatives.
-Help students acquire and use assistive technology such as pencil grips, raised line paper, graph paper, speech recognition software, modified keyboards, eye gaze control, screen reading software, augmentative and alternative communication devices (such as communication boards), academic software packages.

Sources:
http://www.projectidealonline.org/orthopedicImpairments.php
http://www.tcsea.org/downlaods/helping_students.pdf

Schools Best Suited for Students with Orthopedic Impairments in Piedmont (NC) area

These schools were suggested by piedmondparent.com, which is a webside and magazine, and a member of Carolina Parenting Inc.
Click on name of school for website

Gateway Education Center
3205 E. Wendover Ave.,
Greensboro, NC  27405
336-375-2575

Stoner-Thomas School
215 Country School Road
Lexington, NC  27292
336-248-5421

The Children's Center
2315 Coliseum Drive,
Winston-Salem, NC
336-727-2440

The Piedmont School
815 Old Mill Road,
High Point, NC  27265
336-883-0992

Sources
http://www.piedmontparent.com/directories/specialneeds/education.php

Policies and Services

Students with orthopedic impairments are covered under the Individuals with Disabilities Education Act (IDEA), a federal law enacted in 1990. IDEA is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards.

IDEA mandates that students with disabilities have an Individualized Education Program (IEP) that defines the student’s individualized objectives. It is tailored to the student’s individual needs, which are identified by an IEP evaluation. The IEP describes how the student learns best, how the student demonstrates that learning, and what teachers and service providers will do to help the student achieve objectives more effectively. As long as the student qualifies for special education, the IEP will be updated regularly.

Schools are required to provide ALL students the same opportunity to succeed. This means that schools are required to provide appropriate, reasonable adaptations and modifications as well as accessible school facilities for individuals with disabilities or a record of disabilities. A 504 plan is a written document of these accommodations. A 504 plan is also a possible alternative for students with physical or mental impairments who do not meet the more stringent requirements for other special education services.

Sources
http://www2.ed.gov/parents/needs/speced/iepguide/index.html
http://learningdisabilities.about.com/od/disabilitylaws/p/Section504.htm

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Teachers should understand that students with orthopedic impairments have difficulty performing many of the physical tasks necessary for typical classroom instruction. Teachers should accommodate...

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According to the federal Individuals With Disabilities Education Act (IDEA), an orthopedic impairment is defined as a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child's educational performance. Causes of orthopedic impairment range from genetic abnormalities (such as those that cause a missing arm or leg) to disorders like cerebral palsy, as well as other issues.

Students are typically evaluated by a healthcare professional to determine if they have an orthopedic impairment that will interfere with their academic progress. Medical professionals may also observe the child in the classroom to get a sense of potential problems the student will face.

Orthopedic Impairment

Children may be born with an orthopedic impairment or they may acquire it at some point in life. Hereditary, congenital, and environmental factors can play a role in causing orthopedic impairments that affect the normal functioning of the bones, joints, or muscles.

For example, a child may be born with joint deformities, spina bifida, or muscular dystrophy. Acquired causes can include disease, injury, or surgery. (Injury or surgery may lead to the loss of a limb, muscle contractures, or bone loss that can make movement difficult.)

The orthopedic impairment disability category, per IDEA, includes all orthopedic impairments, regardless of cause. Sometimes orthopedic impairments are called physical disabilities or included in the category of " other health impairments."

Potential Causes of Orthopedic Impairment

Impact on Education

Students with orthopedic impairments typically have the same cognitive abilities as their peers without disabilities. Because of this, school staff should try to include these students in mainstream classes as much as possible. The IDEA law states that students should be educated in the least restrictive environment when appropriate.

For example, impairments such as amputations and fractures can impact attendance, making it harder for kids to keep up academically. Other impairments that have accompanying brain involvement such as birth trauma and cerebral palsy may lead to learning difficulties resulting from sensory and cognitive issues.

Accommodations

Students with orthopedic impairments will have different physical challenges and therefore require different accommodations.

Below are some specific concerns and challenges that children with orthopedic impairments may face.

Behavioral

Teachers in all subject areas should be aware of the impact of an orthopedic disability on a student's behavior in class. Students with these impairments, for example, might get tired more quickly than their peers without orthopedic disabilities.

Participation

Physical education classes, in particular, may pose difficulties. Some students with orthopedic impairments will need to be excused from gym class. Other students with mild orthopedic impairments may be able to participate.

A student may need special seating arrangements to help him with posture and mobility, as moving around the classroom or moving around school hallways may be difficult. Schools may also need to arrange the schedules of these students in a way that prevents them from having to travel long distances from one class to another. Providing elevator access can also help.

Technology

They may also need assistive technology devices to help them communicate or lessons that address their disability, such as those that will help them improve their gross and fine motor skills. Devices and technologies that might be utilized may include wheelchairs, specialized desks, canes, crutches, communication software, or speech recognition software.

Children with orthopedic impairments may also face challenges accessing transportation to get to and from school. Federal law, however, requires school districts to provide the transportation necessary to help children with disabilities travel to and from school.

A Word From Verywell

Collectively, parents, medical professionals, teachers, counselors, and other school staff can work to provide children with orthopedic disabilities the support they need in the classroom. The child's needs may change over time, and the officials involved in their individualized education plan can make amendments to the plan to accommodate new needs.

By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

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Learn how the federal Individuals With Disabilities Education Act defines orthopedic impairments, and how they can affect student performance.

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Hardware guide for Dyslexia Assistive Technology

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Hardware guide for Dyslexia Assistive Technology

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This article talks about

Technology such as:
1. e-readers
2. tablets
3. text to speech devices
4. e-pens

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Wondering which piece of tech hardware can best help your child or student succeed? Sorting among all the tech toys can be confusing. Should you get the dedicated e-reader or just a tablet? What about electronic pens? And what's with those glasses and coloured overlays?

We hope this page will help point you in the right direction.

Quick links to sections on:

4 questions to answer before you purchase any hardware related assistive technology for dyslexia

1) Does in meet my needs? Every student's learning profile is different so make sure your tools are the ones best suited to reduce specific learning deficits or accentuate strengths. What are your needs? Seek a professional assessment.

2) Can I afford it?: If cash is short, there are some work arounds, but the newest iterations of gadgets are usually the most expensive and need to deliver bang for the buck.

3) Is it an albatross? You need the Goldilocks size and weight for your tech toy if you're going to carry it everywhere you go. The school bag is heavy enough already!

4) It is intuitive? The iPhone comes with no instructions because it's just that simple to figure out. The easier the better, especially for younger children with dyslexia whose tolerance for failing with a device is going to be low. Remember, the tech is supposed to make life easier.

Key Players

Things to Know

All but the base models have Wi-Fi

All use E-Ink's electronic paper display (EPD) technology which provides great contrast, low reflectance and minimal power consumption

Other features and prices among the major players are generally comparable though size and weight vary

Features on more expensive models include backlighting for reading at night and true wireless (not just Wi-Fi)

None of the most popular e-readers offer text to speech or audiobook functionality, a potential game breaker for the dyslexic reader

Dyslexic Considerations:

Overall the latest e-readers are very good providing control over font type and size, and suitable contrast. They are very light, durable and have long battery life. In terms of eye strain, the reading experience on these is a bit better than on LCD tablets like the iPad

E-Reader Notes

1) The Nook is not readily available in Canada

2) Kindle readers (except Kindle Fire) are currently not compatible with library eBooks in Canada due to Amazon's licensing and format restrictions

3) Sony no longer manufactures e-readers

For some e-readers the text to speech option may not be available, though you can usually download a third party application that can provide the feature. If text to speech is important to you (and it is to many dyslexics!) then be sure to check out whether you will be able to use this feature.

Also, keep in mind that dedicated e-readers are likely on the way out since tablets are dropping in price and offer a reading experience almost as good, so your product support may vanish overnight

Verdict: With the low price of the base models, you won't go too wrong with any major e-reader, but be sure you can get text to speech or only purchase an e-reader if your child or student enjoys text reading at length.

Quickly turning hard copy text into an accurate audio file via Optical Character Recognition (OCR) is a pretty demanding tech trick. Until very recently you had to purchase separate hardware to convert hard copy text (on paper) into a usable digital format. But this is changing. Today many applications on your smart phone can provide this same service.

Dedicated text to speech OCR devices like the Intel Reader has been made obsolete
by the latest tablet and smartphone applications

Dylsexic Considerations: Although dedicated OCR devices can work well for the dyslexic, we can't recommend them because they all share what we think is a fatal problem:
There's an app for that!
With most every phone and tablet having excellent high resolution cameras, and with text to speech functionality now more common (and half decent), how long could it take before an app put all the functionality of the Intel or Clear Readers onto every phone and tablet?

Well, don't check your watch, because it's already happened. Abbyy's TextGrabber +Translator is a remarkable app that quickly converts docs to audio, but can also translate from one language to another! And it goes for $5 US at the iTunes store. In terms of assistive technology that can help the dyslexic, this is one powerful application.

We've tried this app and while there are still frequent errors in the OCR recognition, it wasn't bad, and with more experience on our side and upgrades on theirs, we have seen the future of hard copy text to speech and this is it.
Verdict:
Avoid dedicated hardware and experiment with applications on your tablet or phone to find good hard copy text to speech functionality.

A demo video on the TextGrabber we found on You Tube. Note that you do not have to port the text out of the app (as shown in the video) to use the text to speech function.

Today, the ever mobile, pleasantly light and increasingly powerful tablet has become the assistive technology of choice for dyslexia.

True, some tasks require the more serious computing power of a desktop or laptop computer such as high end video games or multitasking, but dyslexics are not best at multitasking and students, especially younger ones, don't require the most powerful processor on the market.

Below is a summary of the current tablet market to help simplify shopping from a dyslexic point of view.

Key Players
The iPad Air 2 (Apple/iOS), Nexus 9 (Google/Android), Samsung Galaxy Tab S2 (Samsung/Android) and Surface (Microsoft/Windows RT) are among the biggest players but there are many others from Amazon to Blackberry. Screen sizes, and weight can vary significantly. Some come with the option of a keyboard (Microsoft Surface) which blurs the line between tablet and laptop, but most do not.

Things to Know

There are more tablets running the Android software than any other, but the iPad remains the single most popular tablet in the world

There are over 1M apps in the iTunes App Store, and a similar number in at Google Play. In other words lots of choice!

Android and iOS operating systems are not compatible, though you can download iTunes music and podcasts onto Android devices

Dyslexic Considerations

Siri-The intelligent assistant that lets you give some commands and ask some questions by voice alone

Voice Over-a screen reading device that lets you hear some or all of what is on the screen via text to speech

Speak Selection-lets you select any text and have it read back to you aloud. You can adjust the accent and speed and have words highlighted as they're being read if you wish

Dictation-An increasingly powerful speech to text function lets you talk in places where you would normally type such as text messaging and emailing, even a URL can be dictated

Zoom-a built in magnifier that lets you view that screen from 100-500% in size while still enjoying the same functionality

Color inversion and text bolding options

Apple's accessibility features are impressive.
Verdict
Android devices include some accessibility features too, including text to speech and speech to text, which are analogous to the Speak Selection and Dictation functions above, but we are not aware of any features better than what Apple offers. The same goes for Microsoft's Surface tablet.

You won't go too wrong with any of the major tablets on the market today and all of them sport some impressive accessibility features, but we think that for the dyslexic, you really can't beat the iPad's intuitive interface and amazing suite of accessibility features. They are far from perfect, but are currently best in class.
Major Players
This Wizcom Pen is Really a Text Scanner

There are essentially two kinds of electronic pens that can serve as assistive technology for dyslexia: scanning pens and recording pens, and it's important to understand the difference before we discuss brands.

Scanning pens help with the reading of hardcopy text such as books, newspapers and magazines. They scan the text one line at a time and can then read the text back aloud and provide definitions of any specific word. For some devices, you can download what you scanned into your computer or mobile device. This eases the reading process, builds vocabulary and improves pronunciation.

Note that these pens do not write and are not really pens in the traditional sense, they are more accurately described as handheld text scanners. Major manufacturers include Wizcom and Iris but there are others.

Things to Know
In some models you can convert your hand written notes into regular text. If audio was recorded you can return to the audio what was recorded at the exact moment that the writing was recorded. This powerful feature allows you to 're-listen' to the teacher or speaker and make additional notes in case you missed anything.Major manufacturers include Livescribe, and e-pens (UK, Can only).
Dyslexic Considerations
A second chance to hear: One problem many dyslexics have is focusing attention, making it very difficult to take notes while listening to a lecture, so pens that record audio can offer real benefits by providing a second chance to hear what was said. But if you're in the middle of a packed lecture hall, it's unlikely that the audio recording will be very good, so you have to sit very close to the presenter or whisper personal comments into your pen-which may get you some strange looks.

This audio recording feature is another example of tech that everyone can benefit from because we all 'zone out' or miss important details in any presentation or conversation for that matter.

Organization: I know from looking at my stepson's binder that organization of information is difficult for the dyslexic. So the ability to digitize and organize your notes after the fact could be very helpful, but you would have to make the commitment to actually doing the digitizing and organizing, which becomes additional work itself that requires focus and organization. Sort of a catch 22.

Some pens are fully mobile, recharable devices, others require USB cables directly connected to your hardware. Obviously the latter is not as helpful for curling up with a book on the couch

Most devices are compatible with Mac and PC desktop computers, but for mobile devices, be sure the pen is compatible with your device

If most of your book reading is being done via e-books then the scanning pens aren't very useful, since most tablets have text to speech and can provide instant definitions of words. Even e-readers can provide definitions, but most lack text to speech.

Verdict: We are not sold on pens quite yet because they may demand as much time in data management and as they save in efficient study. More specifically, scanning pens help bring all your highlights together but it's not clear that this will result in better study than simply going through your text book(s) prior to the exam. Also, with more and more textbooks available as e-books, you no longer need to scan highlights, you can simply make them digitally in the book as you read.

Recording pens conveniently bring all your personal notes together, and make them wonderfully searchable but again, the benefits for studying may be marginal from the dyslexic perspective. Regarding the audio recording component, a good quality digital voice recorder would probably do a better job at a lower price, but it would not be synced with your notes, which we acknowledge is a very nifty feature.

Major Players
Have you tried any pens? Let us know if they made a difference.

Things to Know

The scientific theory behind the filters is that they remove or alter wavelengths that are causing visual processing impairment in the brains of the reader. The impairment may result from a problematic wavelength (colour) or discrepancy between the eyes. Thus different readers may require different colours and the same reader may require a different colour for each eye

Some research has found that about 20% of dyslexics can benefit from coloured overlays or lenses. See our page on visual dyslexia for more information

Media articles (and there have been many) have been almost universally feel good, positive stories about the value of filters, but the science shows that only some dyslexics benefit from these interventions

The use of coloured lenses was originally intended as an intervention for colour blind people and only more recently has been used for dyslexics

Dyslexic Considerations

There are many anecdotes of dyslexics who benefit from coloured filters and some scientific evidence suggesting benefits

Books like this one provide some substantive evidence that they can work

In terms of prescription tinted lenses for everyday major players include ChromaGen, a company based out of the Netherlands and Irlen, a U.S. company that offers the lenses as a solution to Irlen syndrome, a neurological vision problem resulting in eye strain and poor depth of field. See our page on dyslexia glasses for more detail.

ChromaGen sells kits to optometrists who in turn sell to you. In the U.S., Canada, U.K. and many other countries, clients are sent to Irlen 'screeners' for assessment. There are many other providers and in fact in the U.K. there is a Society for Coloured Lens Providers.

For overlays, the two companies we found that sell them are Irlen (same company as above) and Crossbow Education, out of the U.K.

Keep expectations low and give them a try. Though we remain skeptical about the filters, what do you have to lose? Start with an overlay and see if it improves the reading process. Like font's designated for dyslexics, they probably won't do much for you, but from the anecdotes, it could be a game changer. And it doesn't matter if it's a placebo effect, if it helps you read, it helps you read.

We've yet to try them at home, but look forward to at the first opportunity.

To not take advantage of the amazing assistive technology that is available today is simply a mistake, one that too many parents, students, teachers and schools are making. That said, it remains very difficult to choose from among all the e-readers, tablets, pens, filters and other gadgets out there.

We hope this page was of some help as you navigate the ocean of technology. As parents, we are out there with you. Please share with us and others what's working for you and what isn't so that we can all make reading and learning a little bit easier.

Return to the top of Hardware Guide: Assistive Technology for Dyslexia

Photo Credits:
Cloud on Smartphone Tablet and PC: © Emevil. Dreamstime.com
Amazon Kindle w/girl: From Amazon.com

Stay up to date, subscribe to our newsletter: The Oasis

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Wondering which piece of tech hardware can best help your child or student succeed? Sorting among all the tech toys can be confusing. Should you get the dedicated e-reader or just a tablet? What about electronic pens? And what's with those glasses and coloured overlays?

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Dyslexic Dysgraphia
With Dyslexic Dysgraphia a person's spontaneously written work is illegible, copied work is pretty good, and spelling is bad. Finger tapping speed (a method for identifying fine motor problems) is normal. A Dyslexic Dysgraphic does not necessarily have Dyslexia. Dyslexia and Dysgraphia appear to be unrelated but often can occur together.

Motor Dysgraphia
Motor Dysgraphia is due to deficient fine motor skills, poor dexterity, poor muscle tone, and/or unspecified motor clumsiness. Generally, written work is poor to illegible, even if copied by sight from another document. Letter formation may be acceptable in very short samples of writing, but this requires extreme effort, an unreasonable amount of time to accomplish and cannot be sustained for a significant length of time. Writing is often slanted due to holding a pen or pencil incorrectly. Spelling skills are not impaired.

Spatial Dysgraphia
Spatial Dysgraphia is due to a defect in the understanding of space. This person has illegible spontaneously written work, illegible copied work, but normal spelling and normal finger tapping speed. Students with Spatial Dysgraphia often have trouble keeping their writing on the lines and difficulty with spacing between words.
Phonological Dysgraphia
Phonological Dysgraphia is characterized by writing and spelling disturbances in which the spelling of unfamiliar words, non-words, and phonetically irregular words is impaired. Individuals with Phonological Dysgraphia are also unable to hold phonemes in memory and blend them in their appropriate sequence to produce the target word.

It is often thought that continued handwriting practice will improve a Dysgraphic student's ability to use paper and pencil alone as a useful tool to complete all their written schoolwork. In cases of Dysgraphia, "practice does not make perfect." Also, as these students get older and written demands continue to increase each year, it is very common for these students to often write the minimum just to "get by" and their attitude about school and themselves can be negatively impacted to a significant degree. ​Lexical Dysgraphia
Lexical Dysgraphia is evidenced when a person can spell but relies on standard sound-to-letter patterns with misspelling of irregular words. This is more common in languages such as English and French which are less phonetic than a language such as Spanish. This type of Dysgraphia is very rare in children. Some children may have more than one type of Dysgraphia. Symptoms, in actuality, may vary in presentation from what is listed here.

Dysgraphia and the US Public School System
Read more

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Dyslexic Dysgraphia With Dyslexic Dysgraphia a person's spontaneously written work is illegible, copied work is pretty good, and spelling is bad. Finger tapping speed (a method for identifying fine motor problems) is normal. A Dyslexic Dysgraphic does not necessarily have Dyslexia. Dyslexia and Dysgraphia appear to be unrelated but often can occur together.

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A child with deaf-blindness has concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the child cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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This document would help parents and educators to know some of the causes of the deaf-blindness, but the majority of causes of deaf-blindness are still unknown.

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Vision and hearing are the primary senses through which education occurs for most children. When these senses are absent, distorted, or diminished, educators and families must use alternative strategies to support learning.

Strategies:

Tactile modeling,

Mutual tactile attention,

Hand-under-hand approach to interactions

Paired with the other senses (e.g., smell, taste, proprioception).

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Vision and hearing are the primary senses through which education occurs for most children. When these senses are absent, distorted, or diminished, educators and families must use alternative strategies to support learning.

These strategies include tactile modeling, mutual tactile attention, and the use of a hand-under-hand approach to interactions.

Most children with deaf-blindness have residual hearing and vision. To enhance learning, tactile learning strategies are paired with approaches that incorporate the other senses (e.g., smell, taste, proprioception).

See also:

Hand-Under-Hand Interactions

Importance of the Hands and Touch

Maximizing the Use of Hearing and Vision

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Most children with deaf-blindness have residual hearing and vision. To enhance learning, tactile learning strategies are paired with approaches that incorporate the other senses (e.g., smell, taste, proprioception).

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Government and Private organizations also have projects provide free technical assistance to families, education teams and service providers of children birth through the year of their 21st birthday, if the children have a combined vision and hearing loss, or are highly suspect for both vision and hearing loss.  The combination of these sensory impairments, even if both are mild, may qualify the child for the project's services.

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The contents of this website were developed under a grant from the U.S. Department of Education, #H326T180026. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert.

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The contents of this website were developed under a grant from the U.S. Department of Education, #H326T180026. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert.

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Macao Concordia school for special  education

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Macao Concordia school for special  education

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There is a Concordia school for special education in Macao. Specialists in the school provide support and education to students who have legal residency in Macao and sever learning difficulties between age 3 to 21.

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本校簡介

服務對象

凡年齡介乎三歲半至二十一歲，合法居澳，有特殊教育需要，家長樂於配合的學生。
(現服務的對象包括：自閉、聽障、肢障、語障、情障、智障、學障、多重障礙．．．．．．)

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By Sue Ramin-Hutchison, Handwriting Problem Solutions, LLC

Sue is a Special Education Teacher Consultant for Physically & Otherwise Health Impaired Students, an Assistive Technology Support Specialist who specializes in working with kids with Dysgraphia, and a Special Education/Section 504 Advocate specializing in obtaining FAPE for students with written output disorders. She has over 20 years of experience and has worked with over 1,000 students with Dysgraphia related to Physical impairments, Autism Spectrum Disorder, ADD/ADHD, Learning Disabilities (including Dyslexia) and Dysgraphia of unknown cause.

Does a Dysgraphic student need assistive technology (AT)?

In deciding if a student with Dysgraphia needs to use assistive technology (AT) for schoolwork completion, three things should be considered. They are legibility, timeliness, and stress.

If one or more of these is a significant problem, best practice AT should be taught and implemented. One of the biggest mistakes that parents and professionals make in working with students with Dysgraphia is waiting too long to make the switch to AT while they continue to work on improving handwriting skills. This being said, it is also important to know that the use of AT for schoolwork completion is often not about abandoning handwriting skills altogether. Some students can do things like fill-in-the-blank worksheets, very short written compositions or math assignments with a pencil and then do the rest of their work using AT.

As a general rule, if a student has received handwriting therapy on a regular basis for 12-18 months with minimal to no improvement, it is time to switch to AT. Some kids need to learn how to use AT as early as kindergarten. In almost all cases, the switch to AT for written schoolwork completion should be made no later than mid-third grade to meet the increasing written demands in 4th grade and beyond and to avoid the development of anxiety disorders and other behavioral problems that often develop in kids with Dysgraphia if this is not done. For students who have been diagnosed later (4th grade and above), AT should be taught and implemented even if handwriting therapy is being provided at the same time. Research demonstrates, in most cases, students with Dysgraphia may be able to learn to improve their letters and words in isolation and for very short assignments through handwriting therapy but that their handwriting will tend to continue to “fall apart” when they are asked to complete actual class assignments.

How does assistive technology work?

Successful use of AT in the classroom for students with written output disorders/Dysgraphia is not just about a device, is not just about keyboarding and is not just about finding the correct apps/software/extensions to complete assignments and teaching students and staff how to use them. It is about ALL of these things put together. It is especially important that ALL classes are considered where a student needs to write so they have AT to complete not only compositions but also things such as worksheets, basic math, graphic organizing, advanced math and science, etc. Once all of these things have been accomplished, an Assistive Technology Implementation Plan needs to be completed to bring school staff on board with what AT a student is using, why they are using it and when they should be using it. Without all these components in place, there can be a high degree of failure of the use of AT in the classroom for students with Dysgraphia. When all of these things are in place, however, the GOOD NEWS is that the “playing field” can be totally leveled for these students in the classroom as they are able to complete the same assignments as their peers, often in the same timeframe, as independently as possible.

What about speech-to-text?

It is especially important to understand that speech-to-text is almost never preferable to learning keyboarding skills. Speech-to-text is suggested many times by school staff for students with Dysgraphia because they view it as being quick and easy to teach and use. While speech-to-text can be wonderful for students who are unable to learn keyboarding skills due to physical disabilities and for older students who have more lengthy assignments to complete, it should almost never be the “first line of defense” in finding solutions for students with Dysgraphia.

The reasons for this are that speech-to text-cannot be used in all environments. Students also often cannot use this in the classroom and need to leave the classroom to dictate. This is almost never preferable as students can miss class instruction and class discussion and often need to have an adult go with them. Many schools in the United States do not allow speech-to-text to be used on tests where spelling counts and/or on standardized testing. Speech-to-text does not support the development of spelling skills for kids who struggle in this area and also requires the student to read what they have written and edit their work as it is not often 100% accurate. It can also be difficult to use for a student with any type of articulation problem or a problem with attention/focus. Instead of speech-to-text, I teach a method of typing instruction that is called “Adapted Keyboarding” that can be learned very quickly by students of all ages, even very young children. Traditional touch typing can be extremely difficult for many students with Dysgraphia to learn due to their problems with fine motor skills and motor planning. Adapted Keyboarding bypasses these issues and allows these kids to learn to type quickly and successfully.

Can assistive technology help with spelling? Many students with Dysgraphia have trouble with spelling skills. One of the best ways to help them improve their spelling skills and give them almost immediate “spelling relief” is to have them use word prediction programs to complete assignments. Some of these programs help kids to become better spellers over time and I have found that many students no longer need spelling supports in the future if they are trained in using all the features of these programs and they are used consistently. My favorite word prediction program is Co:Writer as it is designed to catch even the most severe spelling errors. I have seen this program literally change kids’ lives very quickly in allowing them to complete more age-appropriate spelling in their written work. A student should have approximately a late 2nd to beginning 3rd grade reading level to use word prediction successfully.

Handwriting Problem Solutions, LLC offers two Assistive Technology Resource Guides available for purchase that are written for parents, OTs and other professionals - Assistive Technology, Classroom Implementation Strategies & Resource Recommendations for Kids Who Struggle to Write - and the Special Edition for Kids with ASD. Included are the latest AT Sue uses with students, the best ways to implement this AT in the classroom, her method of Adapted Keyboarding Instruction, her Assistive Technology Implementation Plan – and much more. Both PDF and wire bound versions of these guides can be purchased on the website. Sue also provides private Assistive Technology Consultations no matter where families are located which you can read about on the website. You can email Sue at handwritingsolutions@hotmail.com or connect with her on Facebook at Handwriting Problem Solutions, LLC for more information. She welcomes your inquiries!

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In deciding if a student with dysgraphia needs to use assistive technology for schoolwork completion, three things should be considered. They are legibility, timeliness, and stress.

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Definition: A child aged three through nine who has a significant delay in more than two different developmental domains compared to other children their age

GDD affects about 1-3% of the population.

Developmental Domains:

Physical Development: Overall body movements

Gross motor: walking, crawling, etc.

Fine motor: holding toys, drawing, etc.

Cognitive Development: How children think, perceive, understand, and learn.

Communication Development: How children communicate and understand the language, e.g., babbling, imitating a sound

Social or Emotional Development: how children regulate emotions and interact with others

Adaptive Development: everyday tasks, e.g., getting dressed

Developmental milestones are when children acquire a particular new skill, such as sitting or smiling, within a typical age range.

These milestones usually develop in early childhood, so a delay is usually identified during infancy.

These delays must have continued for at least six months, usually accompanied by limited communication abilities, to be considered GDD.

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The specific cause of GDD is unknown.

Possible causes of Global Developmental Delay include:

Premature birth

Genetic conditions such as Down syndrome

Chromosomal conditions such as Fragile X

Metabolic disorders such as thyroid function

Problems in pregnancy or during birth, such as heavy bleeding or lack of oxygen to the baby

Vision or hearing loss

Speech and Language difficulties

Injuries or infections of the brain: head injury or meningitis

Ongoing illness and lengthy hospitalization.

How does GDD impact your child?

GDD can limit the abilities of your child, including but not limited to the following problems:

Understand and retain information

Problem Solve

Interpret social cues and social awareness

Respond appropriately to others

Gain personal independence and self-care skills

Navigate their environment through movement (gross and fine motor skills)

Interact and play with their same-aged peers.

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Potential problems in children diagnosed with Global Development Delay

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Potential problems in children diagnosed with Global Development Delay

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The table outlines more details on developmental areas in which GDD may impact a child's life.

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Developmental delay can show up in the way a child moves, communicate, thinks, learns, or behaves with others. When more than one of these areas is affected, a child will have Global Developmental Delay (GDD).

Therefore, each child diagnosed with GDD will be different and individual. They will display different characteristics, therefore affecting different aspects of day-to-day functioning and their overall well-being.

Sources (from left to right): http://www.bemyparent.org.uk/, http://keyspt.com/, http://assets.sugarmapleinteractive.com/

The below outlines how a child with GDD might affect their lives in details.
NOTE: Not all of the below applies to every child who has GDD, it is only listing out all the possible developmental areas that a child with GDD might experience. If you have any queries, please contact us here.

(Adapted from the International Classification of Functioning, Disability and Health (ICF), developed by the World Health Assembly, 2001)

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Developmental delay can show up in the way a child moves, communicate, thinks, learns, or behaves with others. When more than one of these areas is affected, a child will have Global Developmental...

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Research on Functional Outcomes of Children with GDD

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Research on Functional Outcomes of Children with GDD

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The study found that young children with GDD have persistent developmental difficulties in school across all developmental and functional domains.

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Study on the correlation between GDD and a child's cognitive ability

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Study on the correlation between GDD and a child's cognitive ability

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The results of this study showed that a diagnosis of GDD is not necessarily associated with cognitive delays.

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A child suspected of having GDD will be referred to a specialist.

They will go through a broad range of assessments to receive the diagnosis:

Vision and Hearing Test

Speech and Language Assessment

Behavioral Tests

Cognitive Assessment

Activities of Daily Living Assessment

Blood Tests

Genetic and Chromosomal Tests

MRI

Neurological Test

Once a child is diagnosed with Global Developmental Delay, the following steps are:

Determine the least restrictive environment: the educational setting in which the child receives the required accommodations to ensure success as similar to non-disabled peers as their disability allows.

Develop an IEP: tailor-made to reach the student and prescribed an appropriate educational course. The IEP plan considers the child's specific strengths and weaknesses and which developmental domain they struggle with most.

The school and family make appropriate educational accommodations to ensure the child's accessibility to fair education and high quality of life.

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Early and Intensive Intervention Therapy:

Program to help children increase their skills; help them learn self-care, play, and fine gross motor skills. Intervention therapy also assists families with learning how to best support their child and manage expectations.

Goal: Integrate intervention therapy into everyday activities and routine from an early age to reach developmental milestones:

Gross Motor Skills: include balance, standing, walking, jumping, or riding a bike

Communication & Language: talking, understanding, and using aids for communication

Fine motor and Cognitive skills: getting dressed, fastening buttons, drawing and cutting, eating, and using the toilet.

Social and Emotional development: building relationships with other children and developing play skills.

Different types of therapy to accommodation GDD in various developmental domains:

Occupational Therapy:

Help children develop better fine motor skills, such as grasp release toys

Develop handwriting skills

Address hand-eye coordination

Improve play school skills

Help kids internalize and maintain positive behaviors and regulate socially appropriate behavior.

Work with children with sensory and attentional issues to improve their focus and social skills.

Speech Therapy and Audiology

Improve children's oral motor skills as well as speech and Language.

Help children build vocabulary, speak in longer sentences, and improve listening and comprehension skills.

Psychological and Behavioral Therapy

Many children with GDD tend to develop negative behavioral traits such as aggressive behaviors, poor tolerance, excessive frustration, or episodes of out-of-control anger.

Behavioral therapy aims to correct antisocial and inappropriate behaviors.

Reinforce and praise good behavior, ignore negative ones not to reinforce it.

Associate consequences with behaviors.

Physical Therapy

Help children build motor abilities gradually and learn to be physically independent.

Guide kids to better navigate their physical and social environments.

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Assistive technology for kids with Autism

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Assistive technology for kids with Autism

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This article could help parents and teacher identify which assistive technologies can be used to help students who have been diagnosed with Autism. The article mentions low-tech, mid-tech and high-tech assistive technologies that can be used. It is comforting to know that there are technologies available at a lower price for those schools or parents who do not have the financial means to purchase his-tech technologies. Some of the low and mid-tech assistive technologies include sensory balls, picture boards, social skill videos and visual timers.

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How Technology Can Help People With Autism

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From weighted blankets to socially responsive robots, there is an incredible range of assistive technology available to help those with autism.

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Advice for educators- Autism and its diagnosis 

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Advice for educators- Autism and its diagnosis 

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This article is a great point of reference for educators. It mentions how to support students with autism, what to do if a parents approaches you with concerns that a child may have Autism, how to raise awareness in schools about Autism. A very good read for educators.

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Autism and diagnosis: advice for teachers

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Advice for teachers on what to do if they suspect a child they teach may be autistic

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Connection interventions for children with Autism 

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Connection interventions for children with Autism 

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In this video Dr Robert Jason Grant demonstrates 3 interventions that can be used on children who have been diagnosed with Autism. He specifically focuses on connection, engagement and relationship developmental skills.

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Connection Interventions in Play Therapy for Children with Autism

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Calming strategies for children with Autism 

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Calming strategies for children with Autism 

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This video demonstrates 5 calming strategies that can be used for children with Autism who may be feeling anxious. This can be used by parents and teachers. They should be practiced regularly for them to become familiar with them and implement them whenever they need to relax or reset their emotions.

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Augmentative and alternative communication for Autistic children  

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Augmentative and alternative communication for Autistic children  

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This article mentions some aided and unaided augmentative and alternative communication systems that may be used for autistic children between the ages of 0-5. It also explains how these systems may benefit autistic children as well as how to choose a system best suited for the child.

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Augmentative and alternative communication for autistic children

Autistic children can have difficulties understanding or using spoken language. Some might have a language delay. Communication and language can sometimes be hard for them even after they've tried language development programs.

Therefore, they might need help to develop spoken language, or they might benefit from a range of options for communicating and understanding communication, including speech, gestures or writing.

This is where augmentative and alternative communication can help.

If you introduce an augmentative and alternative communication system as early as possible, your child is more likely to use it to communicate.

Augmentative and alternative communication systems

Augmentative and alternative communication systems pair tasks, actions, objects or concepts with pictures or hand signs. For example, an apple is paired with the hand sign for apple. The spoken word for the task, action, object or concept is used at the same time as the picture or hand sign.

There are two types of augmentative and alternative communication systems - unaided and aided.

Unaided augmentative and alternative communication systems don't need any equipment. They use gestures and hand signs to support speech, or as the main way of communicating. For example, they might use Key Word Sign.

Aided augmentative and alternative communication systems can be low-tech or high-tech:

Low-tech systems use equipment like cards, boards or books with photos or pictures that represent tasks, actions or objects. Autistic children can learn to use these tools to understand what people are saying, ask for what they need, make comments and answer other people's questions. Picture Exchange Communication Systems (PECS) and visual timetables are examples.

High-tech systems include speech-generating devices. There are also many apps to help children develop communication skills.

How augmentative and alternative communication systems help autistic children

Augmentative and alternative communication systems can be an effective way for children to learn and use early words. That's because children remember the speech sounds and the visual image of the object, picture or hand sign that's paired with the word. This is likely to help autistic children who respond best to information that's presented visually.

Augmentative and alternative communication systems can also improve children's understanding of words. This is because speech on its own can be very quick, whereas a visual image lasts longer and often stays still, giving children more time to understand the information. Also, people tend to slow down when they're using visual aids or hand signs. For example they slow down to recall a specific hand sign, find the right picture, add emphasis, or ensure the child has seen the whole message. This all gives children more time to understand the information and helps children avoid information overload.

Augmentative and alternative communication systems help your child communicate their needs and wants in appropriate and positive ways. Because these systems improve understanding between you and your child, they can reduce anxiety and stress. Less stress and better communication can add up to a stronger relationship between you and your child, and between your child and their siblings, peers and carers.

Choosing augmentative and alternative communication systems for autistic children

The augmentative and alternative communication system you choose will depend on a few things, including your child's strengths and needs, the current stage of your child's communication development, and your ability to use the system consistently. It's important that your family and your child's other carers are also able to use the system.

Here are some questions to think about when you're choosing an augmentative and alternative communication system:

Is the system a temporary support for your child until their spoken language develops, or is it likely to become your child's main way of communicating?

Is your child physically capable of using the system? For example, does your child have the fine motor control for hand signs?

Does the system suit your child's strengths and needs? For example, does your child learn better using photos or symbols?

Is the system portable?

Can your child learn the system easily?

Are there financial considerations?

How likely is it that other people, like teachers and friends, will learn and use the system?

What systems are used at your child's preschool, kindergarten or early intervention service?

Children who have a limited range of interests or who have repetitive behaviour can get 'stuck' on electronic devices, so it's a good idea to think about your child's behaviour before introducing an electronic augmentative and alternative communication system. Your child could have one device with only the augmentative and alternative communication software on it, and a separate one to use for games and entertainment.

Therapies and supports to improve communication for autistic children

Therapies and supports that can develop autistic children's communication skills include the following:

Visual supports and strategies: these use symbols, photographs, written words and objects to help autistic children improve their skills in processing information, using language, and understanding and interacting with the world around them.

Functional Communication Training (FCT): this focuses on replacing difficult behaviour with more appropriate communication that serves the same purpose as the behaviour. For example, a child might have a meltdown when they want a toy but can't ask for it. In FCT, the child would be taught how to ask for the toy in a more appropriate way.

More Than Words®: this focuses on promoting autistic children's language development. It's also known as The Hanen Program.

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Autistic children can have trouble with communication. An augmentative and alternative communication system might help your autistic child communicate.

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Classroom Strategies for children with GDD

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Classroom Strategies for children with GDD

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In the classroom, a student with a diagnosis of GDD should have:

Individualized Education Program: the IEP is a plan developed to support children with disability in school.

the IEP addresses their areas of delay and contains goals specific to each domain in which they have a delay

Strategies and interventions will vary depending on the age and grade level, including but not limited to:

1. Communication delay: help students make their needs and ideas known

Adaptive technology, such as reading guides or writing supports

Review the student's goals and find ways to work on those goals in the classroom context.

2.  Gross Motor Delays: mobility aids and environmental modifications and adaptations (ramps in school or elevators)

provide students with the equipment necessary to participate in the school day

Observe and take notes if the student has trouble participating due to posture or other physical delays.

3. Fine Motor Delays: Use specialized pencil grips or adapted crayons/ scissors and other assistive technology supports.

Differentiated Instructions: Make appropriate accommodations in the educational approach

ensure a child is intellectually challenged to allow them to make academic progress

lower the difficulty level of the child's work

allow extended testing time

provide step-by-step instructions on the assigned tasks.

provide assistive technology to help with tasks such as writing, reading or communicating

Reading ruler and  window to focus on the targeted information only

Magnifying glass to help zoom in.

Organize interactive and engaging activities.

A clear progress system and attainment scores visually represent the teacher and the student.

Positive reinforcement: rewards for efforts and positive behaviors.

Augmentative and Alternative Communications: strategies and tools for children with communication difficulties to communicate effectively.

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Example of Teaching Strategies for Children with GDD

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Example of Teaching Strategies for Children with GDD

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The example detailed a plan with differentiated teaching for Jed, a child diagnosed with GDD at 2. The case study outlined his developmental delays and analyzed strategies to help improve Jed's skills at home and in school.

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NLP4Kids | Children Therapy, Child Counselling, Self Esteem | Counselling and therapy for children

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The first thing you probably asked yourself when you read the title is 'What is Global Development Delay (GDD)? I've never heard of it.'

The second thing you probably thought was 'Oh my, that sounds bad.' Or 'Oh my, that sounds interesting.'

The third thing you probably did was decide to read on - especially if you have got this far!

Let's talk about Jed. Born prematurely Jed didn't start walking until he was almost 3 and didn't talk until he was 6. Jed uses three or four word sentences when he speaks and is very shy. Jed is now 9 and struggles to keep up in class. Jed has regular temper tantrums and runs out of the room. Jed finds reading a real challenge and says he can't spell - yet! Jed can be clumsy and uncoordinated.

At age 2 Jed wasn't meeting his developmental milestones and was diagnosed with global developmental delay. Jed is highly anxious about the world he lives in. Like many children with GDD Jed struggles with his emotions and communication which in turn impacts on his behaviour.

Jed and his parents have had lots of support from doctors, speech and language therapists and occupational therapists. Jed is now getting help using NLP techniques to help him manage his emotions and improve how he communicates those to others. Jed doesn't know (or care) that they are NLP techniques. To him they are fun and help him make sense of how he feels!

Let's journey with Jed through a few of the NLP games that are helping him right now (there's only time for a few here and now but there are heaps more!).
Strike a Pose!
This game is really simple and helps Jed and his parents use their bodies to show their feelings. We start with two piles of cards - one with words for different feelings and one with pictures of the same feelings. Jed and his parents start with a picture card and talk about what they see, how the people's faces look and how their bodies are positioned. They all use their faces to copy the faces on the cards. We have a mirror and a camera so that they can see themselves and take photos (this is important later on for Jed).

Using his physical body Jed mimics the emotions and feels the way his body has to move to get that emotion. The photos help later on because Jed can look at himself in the pose, copy himself and remember what it felt like. Jed can have fun while he is learning to understand that our body language is connected to our emotions and vice versa.

As Jed regularly feels anxious, focusing on how Jed's body 'Does anxious' will really help him to spot the danger signs for when he is about to reach overwhelm. This opens the door to work with Jed on strategies he can use to change his body, change his breathing and take control of his emotions. Getting Jed to recall a time when he was really calm or happy and getting him to practice going from anxious to happy by 'Striking the pose' makes managing emotions a fun thing to learn and helps Jed to see how quickly he can change his emotions by changing his thinking.

An extension for this is for Jed's parents to take photos of Jed doing some of his favourite things and some of his least favourite things. By looking at the photos the family can talk in more detail about how Jed looks when he is naturally in different moods. Jed can copy the emotion words from the cards onto the photos and then share these with his teachers in school. The beauty of this is that Jed's teachers can now recognise Jed's moods more easily too.
Physical Anchors in the Classroom and at Home
Jed is highly anxious in school because he is uncertain about what is happening around him. Creating physical anchors in the classroom will help Jed to recognise that specific tasks take place in the same area every time. This certainty helps Jed to build more confidence in what to expect and lessens his anxiety about learning. Jed's physical anchors include

1) having his own desk and chair. Taking it a stage further having the key words with pictures for the week just above his eye level helps Jed to see and learn the words using the visual cues as his eyes naturally move up to see the words. This helps embed them in his memory.

2) having his own small, round mat to sit on in the same place during circle time - the certainty of knowing where he is sitting helps him to feel safer,

3) the teacher standing in specific places in the classroom for the same activities helps Jed too. EG - Standing to the left of the board means having to listen while the teacher explains. Teacher standing by the door means getting ready to leave the classroom.

4) Jed's safe place - creating a specific place for Jed to go to when he starts to feel overwhelmed helps him (and the rest of the class) to minimise disruption in the class. Jed's safe place is a small quiet room next to his classroom and has a small sensory tent for him to sit in quietly to feel safe again. His support assistant stays in the room with Jed and only starts talking with him when she sees he is ready.
Improving Jed's memory skills
Making remembering things helps to make learning more fun too. Do you remember that party trick of the tray with a cloth covering 20 items and having 1 minute to look at it to remember everything? Then the tray being covered again and having to list what you saw? My sister was really good at this game and it always puzzled me how she did it - I was convinced she cheated! She eventually shared her secret - stories!

Jed and his parents start with 5 things on the tray and try to see how many they can remember. To being with one parent helps Jed to make up a story about the things on the tray - as he gets better at the game Jed makes up the story on his own.

Let's say there's a pen, a cup, a key, a phone and a biscuit. The story might be about using the key to go into the house, going into the kitchen to make a drink in the cup, having a biscuit with the drink when the phone goes and you need a pen to write down the message.

The story may seem much longer than the simple list of 5 things yet to Jed the story will be what sticks in his mind. He can make pictures in his mind of the journey through the house and see it in his mind as a movie - it's almost always easier to remember a story or movie than to remember a list of 5 things. Crank it up to having 10 things, 15 then 20 on the tray and you will see the benefit of having a story or movie of actions to remember! Try it and see for yourself! Better still challenge a friend once you've done it - they'll be amazed!

Jed may need help to begin with yet allowing him to make up the story will help him develop his imagination, storytelling and build his memory muscles for better learning in other areas.
Jed's future
Every child with GDD is different and their life journey will be different. I hope you have enjoyed this short article about how these NLP games can help to make learning fun (and not seem like learning!) and work with everyone! They are only one piece of the jigsaw and for parents and teachers of children with GDD it is important to maintain high expectations of what they can achieve and allow the child to live up to them. Expect the unexpected and enter their map of the world - it might just surprise you! Jed's future is bright because those around him understand what he needs to feel safe and are supporting each other in their approaches at home and at school in fun ways.

NB - Jed is a ficticious child and is not based on anyone specific.
Appendix about Global Development Delay
Here's a short definition Global Development. There are developmental milestones in the important skills that we learn as babies and children. The skills include physical aspects such as rolling over, sitting up, crawling, standing, walking; verbal aspects such as babbling, mimicking the sounds adults and other children make, then saying proper words, then talking; life aspects such as motor skills, toilet training; social and emotional aspects such as understanding feelings and relationships with others.

Whilst there is no strict age we learn these skills they tend to be learnt in a predictable order at specific ages. Each child is different and will reach these milestones at different ages. A child who reaches two or more of these milestones at a much later age may be diagnosed with Global Developmental Delay (GDD).

GDD is most commonly related to one of the following 1)the child's genes eg in Down Syndrome and Fragile X, 2)how the brain is structured and developed eg premature birth 3)thyroid issues 4)infections such as meningitis 5)alcohol and drug related issues during pregnancy. GDD is wide ranging and affects each child very differently so there is not a one size fits all solution.

By Soo Matthews
http://www.NLP4Kids.org/Soo-Matthews

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Catching Up - Stimulating children with Global Developmental Delay | NLP4Kids | Children Therapy, Child Counselling, Self Esteem

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The first thing you probably asked yourself when you read the title is 'What is Global Development Delay (GDD)? I've never heard of it.' The second thing you probably thought was 'Oh my, that sounds bad.' Or 'Oh my, that sounds interesting.'

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This article provides more tips for teachers on inclusive teaching strategies, ranging from seating arrangements to a consistent routine and predictability in the student's schedule.

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When teaching students with disabilities, it is important to realize their educational goals are about more than academics. Although those things are important, students with developmental delays may show signs of inattentiveness, aggression and an inability to socialize with others. Because of their special needs, some specific instructional strategies must be utilized to effectively reach all the students in your classroom.

Seating Arrangements

Children with developmental disorders can have a variety of issues that can effect learning for themselves and those around them. Keep in mind that a student that displays behaviors that are distracting would work better at an individual desk. If there is not a way to seat the students in the classroom in his own space, pairing him with a capable buddy that can assist with keeping the student on track without it being detrimental to his own education would be beneficial. Also, minimizing distractions and the possibility for over stimulation will assist the student with focusing. For example, do not seat the student next to a window facing the playground.

Routines

Students with developmental disabilities struggle with becoming more independent. One way to encourage that behavior is to be consistent with classroom routines. By doing the same thing each day the student knows what to expect and can begin following the same actions without additional guidance. For example, if the requirement each day is to come into the classroom, hang up her jacket, empty her back pack and put her lunch away, she will likely begin doing that independently due to the predictability and consistency.

Predictability

Routines and procedures that provide predictability are important to a student with developmental delays. Predictable procedures will not only help teach skills and promote independence, but also decrease unwanted behaviors caused by not understanding expectations. One way to do this is by providing a schedule of activities that can be understood by the student. This will vary depending on the age and cognitive level of the student. For example, one student might be successful using a daily planner with a schedule written in while another might only be able to understand an object or photo representing the activity.

Another tool to assist with predictability is a visual timer. This lets the student know when an activity will be over and they can move on to the next task. This ability to know when something must be finished can increase attentiveness. Also, by understanding that the current task will be over within a definitive amount of time, unwanted behaviors used by the student to avoid the activity may be avoided.

Things to Remember

When developing your own strategies for your classroom, it is necessary to remember the importance of promoting appropriate social interaction. Do not single out the student by doing things that will make them more of an outsider in the classroom. Using age appropriate materials is one way to avoid that. Use activities that are similar to same aged peers will provide an opportunity for interaction. These steps will allow the student to feel comfortable interacting with others and encourage peers to interact with him. Doing this will make the educational process more enjoyable and beneficial to the student.

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Teaching Strategies for Students With Developmental Delays: Tips for Teachers

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There are many types of students within a classroom and teachers may find themselves teaching a student with a developmental delay in their mainstream classroom. Learn some effective instructional strategies to encourage a student with a developmental delay to interact with others socially, and to reach their goals academically.

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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Augmentative and Alternative Communication (AAC)

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Augmentative and Alternative Communication (AAC)

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What is AAC?
Strategies and tools for individuals with communication difficulties to communicate more effectively
Augmentative Communication: Partial dependency on non-speech communication.

Strategies and devices are used as supplements to aid the communication process for individuals with disabilities.

Alternative Communication: Total dependency on non-speech communication

Strategies and devices will replace verbal communication.

AAC provides additional modalities to support people with complex communicative needs.
The primary purpose of AAC is to increase opportunities for communication using strategies and tools.
Two popular AAC intervention strategies for GDD:

Picture Exchanged Communication System (PECS): effective for children aged 1 to 11 in increasing expressive or spoken language.

Speech Generating Devices (SGDs): Studies have shown that SGDs help enhance social communication and interaction with peers as well as speech development

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This link gives a general overview of multiple disabilities.

-Multiple disabilities means that a person has simultaneous impairments. The combination of impairments means that educational needs cannot be served by a single special needs program.

-The cause of multiple disabilities can be unknown or caused by  a situation like premature birth.

-Variation is common in people with multiple disabilities. The type, number and severity of disability can vary from person to person.

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See fact sheets on other disabilities
Sharon's Story

Sharon is an active five year old who loves to spend time with her grandmother. She also loves to fingerpaint and play with the family dog. Sharon has multiple disabilities. When she was born, she didn't get enough oxygen. As a result, she has an intellectual disability, problems with mobility, and a speech impairment that makes it hard to understand what she's saying. That doesn't stop Sharon from chattering, though. She has a lot to say.

For Sharon's parents, it's been a long road from Sharon's birth to today. When she was just a baby, she began receiving special services called early intervention. These services help children with disabilities from birth to their third birthday. In early intervention, Sharon learned to crawl and to stand and-finally!-to walk with braces.

Now in preschool, Sharon receives special education services. Like early intervention, these services are meant to address her special learning needs. Her parents are very involved. They sit down often with the preschool staff and talk about Sharon's progress. The team also talks about Sharon's challenges and how to address them. Last week, for example, Sharon got a picture board to help her communicate. She's busy learning to use it.

Sharon's parents know that Sharon will always need some support because of her multiple disabilities. But her parents also know how determined Sharon can be when she's learning something new. She's going to learn it, by golly, there's no stopping her.

Causes of Multiple Disabilities

Having multiple disabilities means that a person has more than one disability. What caused the disabilities? Often, no one knows.

With some children, however, the cause is known. For example, Sharon's disabilities were caused by a lack of oxygen at birth. Other causes can include:

Chromosomal abnormalities

Premature birth

Difficulties after birth

Poor development of the brain or spinal cord

Infections

Genetic disorders

Injuries from accidents (1)

Whatever the cause, the result is that the child has multiple disabilities. Fortunately, there's help available. Keep reading to find out more.

Multiple Disabilities Aren't All the Same

The term multiple disabilitie s is general and broad. From the term, you can't tell:

how many disabilities a child has;

which disabilities are involved; or

how severe each disability is.

Many combinations of disabilities are possible. For example, one child with multiple disabilities may have an intellectual disability and deafness. Another child may have cerebral palsy and autism. Sharon, above, had three different disabilities. All have multiple disabilities-but oh, such different ones!
To support, parent, or educate a child with multiple disabilities, it's important to know:

which individual disabilities are involved;

how severe (or moderate or mild) each disability is; and

how each disability can affect learning and daily living.

The different disabilities will also have a combined impact. That's why it's also important to ask: How does the combination of these disabilities affect the child's learning, balance, use of the senses, thinking, and so on?

The answer will help parents and involved professionals decide what types of supports and services the child needs now and in the future.

Have You Recently Learned that Your Child has Multiple Disabilities?

If so, you may find it helpful to read two articles on this website:

Help for Children with Multiple Disabilities

When children have multiple disabilities, they are often eligible for the type of help that Sharon, our story girl, is receiving. In fact, more than 8,000 children in preschool (ages 3-5) received special education and related services in the U.S. in the Fall of 2011 because of their multiple disabilities. ( 2) More than 125,000 school-aged children did, too. ( 3)

For babies and toddlers | When a baby is born with multiple disabilities, his or her parents should know that there's a lot of help available-and immediately. Shortly after the diagnosis of multiple disabilities is made, parents will want to get in touch with the early intervention system in their community. We'll tell you how in a moment.

Early intervention is a system of services that helps infants and toddlers with disabilities (until their 3rd birthday) and their families. Early intervention services are available in every state and territory, as required by the Individuals with Disabilities Education Act (IDEA). These services may be provided on a sliding-fee basis. This means that the costs to the family will depend upon their income.

To access early intervention services in your area, ask your child's pediatrician for a referral. You can also call the local hospital's maternity ward or pediatric ward, and ask for the contact information of the local early intervention program.

For children in school | IDEA also requires that special education and related services be made available to every eligible child with multiple disabilities. This includes preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disabilities. The services are provided at no cost to families.

To access special education services for a school-aged child with multiple disabilities, get in touch with your local school system. Calling the elementary school in your neighborhood is an excellent place to start.

IDEA's Definition of Multiple Disabilities

Speaking of IDEA, this very important federal law defines the term multiple disabilities as follows.
Multiple disabilities...
...means concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness. [§300.8(c)(7)]

As you can see, there's more to IDEA's definition of multiple disabilities than having more than one impairment or disability. A key part of the definition is that the combination of disabilities causes the student to have severe educational needs. In fact, those educational needs must be severe enough that they cannot be addressed by providing special education services for only one of the impairments.

The federal definition of multiple disabilities gives two examples of possible combinations of disabilities:

intellectual disability and blindness; and

intellectual disability and orthopedic impairment.

But these are just examples. A child may have another combination of disabilities that causes severe educational needs-cerebral palsy and autism, for example, or blindness and an emotional disturbance. Whatever the combination is, a child served under IDEA's category of "multiple disabilities" will have a special education program that is designed to address the educational needs that arise from all of the child's disabilities, not just one.

Note that IDEA does not include deaf-blindness as an example of multiple disabilities. That's because deaf-blindness is defined separately and is a disability category of its own under IDEA.

Beyond the Federal Definition

So, what level of educational need is considered "severe enough" to make a student with multiple disabilities eligible for special education? Each state defines this for itself. So it's important to know your state's definition of multiple disabilities. It's also important to know:

how each disability affects the child's learning and functioning, and

how the combination of disabilities does as well.

Bear in mind that it's hard to say how a combination of specific disabilities will affect an individual child. That will depend on the disabilities involved and their severity.

The Evaluation Process

An in-depth evaluation of the child must be conducted (with parental consent) before any services or supports may be provided under IDEA. This evaluation is free of charge to families. Its purpose is to gather detailed information about:

the nature and extent of the child's disabilities; and

the educational or developmental needs resulting from those disabilities.

With information from the evaluation, parents and involved professionals can then work together to decide what services and supports the child will receive, given his or her individual needs.

Supporting Children with Multiple Disabilities

Most children with multiple disabilities will need some level of help and support throughout their lives. How much support a child needs will depend on the disabilities involved. A child with mild multiple disabilities may only need intermittent support (meaning, support is needed every now and again, or for particular tasks). Children with multiple, more severe disabilities are likely to need ongoing support.

Support in major life activities | When considering what supports a child needs, it's helpful to think about major life activities. "Major life activities" include activities such as:

caring for oneself;

performing manual tasks;

seeing, hearing, eating, and sleeping;

walking, standing, lifting, and bending;

speaking and communicating;

breathing;

learning;

reading;

concentrating and thinking; and

Are any of these major life activities a challenge for the child because of his or her disabilities? Five-year-old Sharon has difficulties with caring for herself, walking, standing, and communicating. Her intellectual disability makes learning, reading, concentrating, and thinking a challenge. Not surprisingly, these are the areas where Sharon needs extensive support. Only time will tell how much support she'll need as she grows older.

Tips for Parents

Learn about each of your child's disabilities. The more you know, the more you can help yourself and your child.

Love and play with your child. Treat your son or daughter as you would a child without disabilities. Take your child places, read together, have fun.

Know your child's needs, play to his or her strengths. Each child with multiple disabilities has learning needs, yes, but each also has his or her own set of skills, strengths, interests, enthusiasms, and preferences. These can be used to motivate your child and enrich learning, growth, and individuality.

Don't let the labels get you down. What terms should you use to describe your child's disabilities? There may be many to choose from (e.g., delay, developmental disability, cerebral palsy, physical disability, speech or language disorder, multiple disabilities), and each one describes a different aspect of your child. Learn to understand and be comfortable with using each one. This will help you be an advocate for your child and his or her unique gifts and challenges.

Encourage your child to be independent. For example, help your son or daughter learn self-care skills such as getting dressed, grooming, and doing laundry.

Team with the professionals working with your child. As a parent, you have the right to participate in team meetings where your child's education or program is being planned. Be there. Share your unique knowledge of who your son or daughter is; advocate that the program address your child's needs.

Investigate assistive technology (AT). AT is appropriate, even essential, for many children with multiple disabilities. Without AT, there may be many tasks they simply cannot do or will have difficulty doing. Computers, augmentative/alternative communication systems, communication boards, head sticks, and adaptive switches are just some examples of helpful AT. Visit the Family Center on Technology and Disability to learn more about which AT devices may be useful to your child:
http://www.fctd.info

Practice and reinforce. Do your child's disabilities affect his or her intellectual functioning? If so, he or she will be slower to learn new things and will have difficulty applying that learning in new situations. Be concrete. Give lots of hands-on opportunities for learning and practice. Give feedback immediately. Repeat the learning task in different settings.

Give your child chores. Keep in mind his or her age, mental capacity, attention span, and abilities. If necessary, divide tasks into small steps. Explain what your child is supposed to do, step by step, until the chore is done. Demonstrate. Offer help when it's needed and praise when things go well.

Find out what your child is learning at school. Look for ways to apply it at home. For example, if the teacher is reviewing concepts of money, take your child to the supermarket with you to help keep track of what money you're spending.

Look for social opportunities in the community (such as Scouts) or activities offered through the department of sports and leisure. Joining in and taking part will help your child develop social skills and have fun.

Talk with other parents whose children have disabilities -especially those who have one or more of the same disabilities as your child. Other parents can be a fountain of practical advice and emotional support. Suggestions for finding parent groups:

Visit the websites of the disability organizations you've identified to see if they have a parent group nearby.

We also suggest reading Parent Groups, available online at: https://www.parentcenterhub.org/parentgroups/

Get in touch with your State's (CPRC). PTIs and CPRCs know the relevant resources in your state and community. They can also give you information about disabilities, the educational rights of your child, or strategies for being an effective advocate for your child. Find your PTI and/or CPRC, at: Parent Training and Information Center (PTI) and possibly the Community Parent Resource Center
https://www.parentcenterhub.org/find-your-center/

Be patient, be hopeful. Your child, like every child, has a whole lifetime to learn and grow.

Tips for Teachers

Know the needs, play to the strengths. Each student with multiple disabilities will have his or her own set of skills, strengths, and learning needs. Learning more about each disability of the student will be helpful in addressing those learning needs. Also find out more about the student's strengths and interests, enthusiasms, and preferences. These can be used to motivate the student and enrich the education he or she receives. Parents are a great source of this information. So is the student!

Be familiar with the student's IEP. If you have a student with multiple disabilities in your class, chances are that he or she has an individualized education program (IEP). The IEP will spell out the educational and functional goals to be worked on. You may have been part of the team that developed the IEP. If not, it's important to be familiar with what the student's IEP requires. Ask for a copy. Consult with administrators and other teachers, as needed, to make sure that the supports and services listed in the IEP are provided.

Allow partial participation, as necessary. Partial participation means that students with multiple disabilities aren't excluded from activities because they might not be able to complete a task fully or independently. Modifications can be made to the task itself or to how students participate.

Consider assistive technology (AT). AT is appropriate, even essential, for many students with multiple disabilities. Without AT, there may be many tasks they simply cannot perform or will have difficulty performing. Computers, augmentative/alternative communication systems, and communication boards are just some examples of helpful AT. Visit the Family Center on Technology and Disability to learn more about which AT devices may be useful to a given student:
http://www.fctd.info

Practice and reinforce. Does your student's disabilities affect his or her intellectual functioning? If so, he or she will be slower to learn new things and will have difficulty applying that learning in new situations. Be concrete; give lots of hands-on opportunities for learning and practice. Give feedback immediately. Repeat the learning task in different settings.

Encourage the student's independence. It's natural to want to help a student who's struggling to do a task single-handedly, especially when you know there's a disability involved. But it's important for the child to develop the skills it takes to live as independently as possible, now and in the future.

Resources and Organizations

Organizations

References

2 Data Accountability Center. (2012, August). Table B1-2. Number of children ages 3 through 5 served under IDEA, Part B, by disability and state: Fall 201 1. Rockville, MD: Author.

3 Data Accountability Center. (2012, August). Table B1-3. Number of students ages 6 through 21 served under IDEA, Part B, by disability and state: Fall 2011. Rockville, MD: Author.

4 Federal law at 42 USC §12102 defines "major life activities" as follows: "major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working."

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See fact sheets on other disabilities Sharon is an active five year old who loves to spend time with her grandmother. She also loves to fingerpaint and play with the family dog. Sharon has multiple disabilities. When she was born, she didn't get enough oxygen.

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The intellectual disabilities can mainly be classified into two types:

1. Intellectual functioning

2. Adaptive functioning

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Strategies for Teaching Students with Intellectual Disabilities

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"My mama always said, 'Life was like a box of chocolates. You never know what you're gonna get.'"
Sounds familiar? Yes, that's the famous line from the award-winning movie, "Forrest Gump." Is it 23 years ago already when it hit the theaters? Along with remarkable quotes we can still remember to today was Tom Hanks convincing portrayal of the main character. However, the film itself gained divided critics - many critics either love or totally hated the movie. But let's save criticizing the movie some other time. For now, let's discuss what makes the "Forrest Gump" interesting!

"Stupid is as stupid does." That was his famous answer when somebody asked him, "Are you stupid?"

Forrest is slow-witted and has an IQ of 75. Although Forrest is just a fictional character, in today's real world he is considered suffering from intellectual disability. Children with intellectual disabilities may qualify for special education services under the Individuals with Disabilities Education Act, or IDEA. Students who are eligible for IDEA receive an Individualized Education Plan, or IEP, in which a specialized education plan is made for the child based on her educational needs.

Intellectual disability, formerly labeled "mental retardation," is defined by the Individuals with Disabilities Education Act (IDEA) as "significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance." There are two key components within this definition: a student's IQ and his or her capability to function independently, usually referred to as adaptive behavior.
An intellectual disability is not a disease. You can't catch an intellectual disability from anyone. It's also not a type of mental illness, like depression. There is no cure for intellectual disabilities. However, most children with an intellectual disability can learn to do many things. It just takes them more time and effort than other children.
Intellectual disability is one of the most common developmental disability, more than 425,000 children (ages 3-21) have some level of intellectual disability and receive special education services in public school under this category in IDEA. In fact, 7% of the children who need special education have some form of intellectual disability.

Signs of Intellectual Disability

sit up, crawl, or walk later than other children;

learn to talk later, or have trouble speaking,

find it hard to remember things,

not understand how to pay for things,

have trouble understanding social rules,

have trouble seeing the consequences of their actions,

have trouble solving problems, and/or

have trouble thinking logically.

"Mama always had a way of explaining things so I could understand them."- Forrest
Although Forrest received little to no support at all, and his resources were insufficient, he was blessed with a wise, sassy and loving mom. I remember a scene in which no school would like to accept him. But her mom was so determined to get him in in a regular school. So she moved mountains. Hmm... I guess we don't want to talk about it here again. Anyway, that's no longer the case of today's education.

Educational Considerations

A child with an intellectual disability can do well in school but is likely to need the individualized help that's available as special education and related services. The level of help and support that's needed will depend upon the degree of intellectual disability involved.

General education. It's important that students with intellectual disabilities be involved in, and make progress in, the general education curriculum. That's the same curriculum that's learned by those without disabilities. Be aware that IDEA does not permit a student to be removed from education in age-appropriate general education classrooms solely because he or she needs modifications to be made in the general education curriculum.

Supplementary aids and services. Given that intellectual disabilities affect learning, it's often crucial to provide support to students with ID in the classroom. This includes making accommodations appropriate to the needs of the student. It also includes providing what IDEA calls "supplementary aids and services." Supplementary aids and services are supports that may include instruction, personnel, equipment, or other accommodations that enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

Thus, for families and teachers alike, it's important to know what changes and accommodations are helpful to students with intellectual disabilities. These need to be discussed by the IEP team and included in the IEP, if appropriate.

Adaptive skills. Many children with intellectual disabilities need help with adaptive skills, which are skills needed to live, work, and play in the community. Teachers and parents can help a child work on these skills at both school and home. Some of these skills include:

communicating with others;

taking care of personal needs (dressing, bathing, going to the bathroom);

health and safety;

home living (helping to set the table, cleaning the house, or cooking dinner);

social skills (manners, knowing the rules of conversation, getting along in a group, playing a game);

reading, writing, and basic math; and

as they get older, skills that will help them in the workplace.

Transition planning. It's extremely important for families and schools to begin planning early for the student's transition into the world of adulthood. Because intellectual disability affects how quickly and how well an individual learns new information and skills, the sooner transition planning begins, the more can be accomplished before the student leaves secondary school.

IDEA requires that, at the latest, transition planning for students with disabilities must begin no later than the first IEP to be in effect when they turn 16. The IEP teams of many students with intellectual disabilities feel that it's important for these students to begin earlier than that. And they do.

(An excerpt from parentcenterhub.org: Intellectual Disabilities)

See TherapyTravelers Special Education Teacher Jobs

Modification for Students with Intellectual Disabilities

Children with intellectual disabilities need some additional support and modifications in their environment, as well as in the type of activities they do. Here are a few modifications for students with an intellectual disability that will help them to learn better.

Using this space only for studying also will help the child get into a routine of studying and also understand that when he is sitting there, he is supposed to concentrate on the activity or task, and not play.

Teach practical things that will be useful, such as how to boil an egg or how to find their way to their friend's house.

Repetition of Concepts Over the Day

Children with intellectual disabilities need to learn a concept in different ways and have the opportunity to practice it many times in order to learn and remember it.

These children require additional support and guidance as they work on their activities. Ideally, there should be at least 1 teacher for every 3 children with intellectual disabilities.

Using all the senses to learn also helps them learn and retain information better.

Sharp scissors, knives, etc. must be kept out of reach. Harmful liquids like cleaning liquids must also be kept away. Medicines must be kept out of reach. In addition to this, make sure that none of the children can lock themselves up in any room. Small beads or other toy parts that the children could put in their mouth must be kept away if a child has a tendency to do that. If the child has seizures, you may need to look at padding the corners of furniture to avoid injury.

The schedule must have short activity times and must alternate between physical and sitting down activities. The schedule must also try and incorporate some aspects of self-care so that children start becoming more independent in putting on or taking off shoes, going to the toilet, or feeding themselves.

(Access full article here: Special Ed: Modification for Students with Intellectual Disabilities by brighthubeducation.org)

Teaching Practical Tips for Special Education Teachers

Recognize that you can make an enormous difference in this student's life!

Learn more about intellectual disabilities in general and your student in particular.

Be an active participant in the student's IEP team.

The IEP is developed by the student's parents and school personnel-and, often, the student, too. As this student's teacher, you have a great deal to contribute to what's included in the IEP, including supports for you as the teacher.

Provide accommodations and supports that help students with intellectual disabilities.

Accommodations are often made in five main areas:

1. scheduling (e.g., giving the student extra time to complete an assignment or test)

2. setting (e.g., having the student work in a small group or with a partner)

3. materials (e.g., providing the student with teacher notes or taped lectures)

4. instruction (e.g., breaking a lesson up into smaller parts, having the student work with a tutor)

5. student response (e.g., allowing the student to respond orally or on a computer)

An effective teaching method is to demonstrate what you mean in addition to giving verbal directions. With new information shared verbally, also show a picture. And rather than just showing a picture, provide the student with hands-on materials and experiences and the opportunity to try things out.

Break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary. Give the student multiple opportunities to practice each individual step by itself and all the steps together.

Immediately providing feedback helps the students make a connection between their answers, behaviors, or questions and the information you're presenting as the teacher.

Schools play an important part in helping students with ID learn these life skills, which include health and safety, personal hygiene, manners, getting along with others, basic math and reading, money management, and skills for the workplace.

Address the social aspects of the school.

Students with intellectual disabilities often have trouble with social skills, which can make it difficult for them to interact appropriately with their peers and become involved in the social activities going on at school. They are also often a target for bullying, which simply cannot be allowed. Teachers can play a positive role in supporting the inclusion of students with intellectual disabilities in classrooms and throughout the school.

Communicate with your student's parents.

Regularly exchange information with parents and work with them (and other members of the IEP team) to create and implement an IEP tailored to meet the student's needs.

(Source: Intellectual Disabilities in Your Classroom: 9 Tips for Teachers)

5 Tips for Success

This term is intended to encourage teachers to break down their lessons into simple, easier-to-manage steps. This will keep frustration levels down and enable learning to take place. Wait until the student masters the baby step before moving onto the next one.

Introduce new ideas in a physical, hands-on approach. Use manipulatives when teaching math. Take field trips to the grocery store or post office to give students a meaningful experience. When students are able to make real connections to the world around them, or physically explore a concept, the knowledge will stick with them.

Positive feedback will encourage the student to keep on trying. If a student masters a concept or meets a goal it is important to reward or applaud the student immediately.

Music is a wonderful motivator among all children and particularly ones with intellectual disabilities. Making a simple, catchy song to go along with a concept is a fun way to engage the student and help them remember information.

Students with certain disabilities can be unpredictable in what they can learn and what might set off a certain behavior. What might appear to be a temper tantrum is often the student's way of telling you, "This is too hard. I am frustrated," or "I am tired. I need a break." Take the time to learn the individual child's needs and who they are. If you are feeling overwhelmed and cannot relate to the student it is OK to stop the lesson and resume when both student and teacher can handle the lesson pace. It may take a while for students to make some progress, but if you are patient it will be priceless when they do.

(Source: Five Tips for Teaching Students with Intellectual Disability by brighthubeducation.org)

Other Helpful Links for Teaching Students with Intellectual Disabilities

GUIDE FOR PARENTS OF CHILDREN WITH INTELLECTUAL DISABILITIES
Help for Babies and Toddlers
When a baby is born with an intellectual disability, his or her parents should know that there's a lot of help available-and immediately. Shortly after the diagnosis of ID is confirmed, parents will want to get in touch with the early intervention system in their community. We'll tell you how in a moment.

Early intervention is a system of services designed to help infants and toddlers with disabilities (until their 3rd birthday) and their families. It's mandated by IDEA. Staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs as well as the services he or she will receive to address those needs. The IFSP will also emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with intellectual disability. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income.

To access early intervention services in your area, ask your child's pediatrician for a referral or call the local hospital's maternity ward and ask for contact information for your local services program.
Help for School-Aged Children
School staff will work with the child's parents to develop an Individualized Education Program or IEP. The IEP is similar to an IFSP. It describes the child's unique needs and the services that have been designed to meet those needs. Special education and related services are provided at no cost to parents.

To access special education services for a school-aged child in your area, get in touch with your local public school system. Calling the elementary school in your neighborhood is an excellent place to start.
Tips for Parents

Learn about intellectual disability.

Be patient, be hopeful.

Encourage independence in your child.

Give your child chores.

Give your child frequent feedback.

Find out what skills your child is learning at school.

Find opportunities in your community for social activities.

Talk to other parents whose children have an intellectual disability.

Meet with the school and develop an IEP to address your child's needs.

Take pleasure in your beautiful one.

(Read the entire article here: Intellectual Disability by parentcenterhub.org)

We are not affiliated with all the organization and educators mentioned in this article. We just couldn't help but share their wonderful inputs and goals in making lives of students with intellectual disability a little better. Because people, especially intellectual disabled children need to meet a person who will touch their lives in every way or the other to be the best that they can be. Just like Jenny, Lt. Dan, and Mrs. Gump in Forrest's life.
"I don't know if we each have a destiny, or if we're all just floatin' around accidental-like on a breeze. But I, I think maybe it's both." - Forrest Gump

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Strategies for Teaching Students with Intellectual Disabilities

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"My mama always said, 'Life was like a box of chocolates. You never know what you're gonna get.'" Sounds familiar? Yes, that's the famous line from the award-winning movie, "Forrest Gump." Is it 23 years ago already when it hit the theaters? Along with remarkable quotes we can still remember to today was Tom [...]

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This video gives a look at some of the strategies used to work with students with Multiple Disabilities. It also discusses the ultimate goals for students who have Multiple Disabilities.

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A look inside the LCS Multiple Disabilities Program

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Reading Instruction for Students with Intellectual Disabilities

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This video gives some useful teaching tips for helping students with intellectual disabilities:

Giving explicit instructions

Giving plenty of practices

IQ cannot determine learning outcomes

Be persistent with students

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Reading Instruction for Students with Intellectual Disabilities

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Do2Learn: Educational Resources for Special Needs

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This article provides the tips to help students with intellectual disabilities in details from 5 different aspects:

1. Learning &Academic

2. Socializing

3. Communication

4. Daily living

5. Behavior

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Research on effective AAC strategies for children with GDD in Preschool

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Research on effective AAC strategies for children with GDD in Preschool

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The study examined the relationship between the use of AAC in the classroom and the language output of children with developmental delays. They focused on AAC systems like signing, PECS, and SGDs and their impacts on teachers, students with disabilities, and their peers. Other supported findings in this study reported that children using PECS and SGDs intervention show more developments in spoken language and targeted words than those without AAC interventions. The study also called for more research and training for parents and teachers on using AAC to engage with their children at home and in class.

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Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities

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Little is known about how AAC use in preschool may impact language development for children with complex communication needs (e.g., children with autism, cerebral palsy, Down syndrome, and other developmental disabilities).

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This is a survey sent to educational staff working with students who have multiple disabilities. A major theme of the research is the sheer number of assistive technologies available, and the challenges in choosing the most effective technologies for a given student with Multiple Disabilities.

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Students with multiple disabilities often require extensive assistive technologies. Multiple disabilities can include a combination of intellectual, behavioral, and physical impairments which require very different types of assistive technologies.

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Assistive Technology for Children with GDD

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Assistive Technology for Children with GDD

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The article outlines assistive technology impacts and examples of tools to ensure children's academic success.

Audiobooks make reading more accessible for children who struggle with visual literacy.

Text-to-Speech Software allows students to type out what they want while the program reads the text out loud. The tool can help facilitate the student's conversations with others to fulfill their social roles and communication needs.

FM system is a perfect tool to help children connect and listen better to teachers via radio broadcast technology. This assistive device would not help those with hearing issues but also reduce sensory overload for students with GDD trying to process all the noises around them.

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Assistive Technology to Help Students with Developmental Delays Succeed Academically

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Spread the loveDevelopmental delays can affect almost every area of a child's life. This broad issue can cover any possible milestone that a child doesn't meet according to the expected timeline, including speech or movement. While children with developmental delays can still be successful, it will require some additional help from patient teachers.

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This article from the AAC Community breaks down different components of aided communication, including low-tech and high-tech devices. It also highlights the pros and cons of various communication tools and what the users need to know to operate these devices.

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Aided communication (aided comm) can be simple or complex. It might be as simple as writing with a pencil. It might be as complicated as an eye gaze activated computer. Both the "speaker" and the "listener" need to understand the communication aid. All partners need to understand the system used to communicate.

Aided Comm has 4 integrated parts.

Symbols, Aids, Selection Methods, and Strategies

Symbols

What are the symbols that everyone involved can understand? In many cases, the symbols are visual and/or graphics. Examples of symbols include pictures, photographs or line drawings. Other symbol sets are Bliss symbols or icons. Printed words are kind of symbol.

Aids or Tools

The aids (tools) are the manner in which the symbols are 'delivered'? Maybe a board, book, key-ring, tablet or computer. Comm boards or books don't have speech output. Computers or hand-held devices might have speech output. Speech output can be a recorded, natural voice or a synthesized voice.

Selection Methods

Selection methods are the ways a user chooses the symbols. This might be direct or indirect. Pointing is direct. Scanning is indirect.

Strategies

The strategies are the action plans in place to encourage success. Word prediction like what text messaging has is a strategy. Systematic symbol location is a strategy. Usually, aided communication is slower than natural communication. We use strategies to help speed up the process. It might only take a few seconds more to create a message on a speech generating device. Those moments feel extremely slow to the listener. People used to natural communication expect speed. Writing is slower than talking. These seconds might even result in forgetting the topic or question. One of the things that aided communication can teach us is to go slower and relax.

These aids use a variety of brain resources, depending on the symbol system and equipment. Pictures and photographs are easier for most people to understand than written words or icons. A user of aided communication needs to be able to understand how to use any tool they use.

Pros and cons of aided communication

Tools with pictures or icons are easy to understand by most partners. The user needs to be able to identify, locate and select the pictures or icons. Problems occur if the pictures get misplaced or lost. If printed pictures don't have a stable location, the user might get confused.

Tools that generate speech in place of the user's voice are easy to understand. This assumes that all partners will understand the language of the device. These speech generating devices (SGDs) can be picture, icon, or text-based. The user needs to know how to activate the device. The user should know how to maintain the device.

Tools that use technology are popular. Technology breaks. We should consider having low-tech options and a backup plan.

Aided communication systems require the use of tools or equipment in addition to the user's body. Aided communication methods can range from paper and pencil to communication books or boards to devices that produce voice output (- speech generating devices or SGDs) and/or written output. Electronic communication aids allow the user to use picture symbols, letters, and/or words and phrases to create messages. Some devices can be programmed to produce different spoken languages. USSAAC

This video provides a concise and easily understood description of Aided Communication - specifically AAC.

Deepen Your Understanding

Aided Communication is communication in which the expression of the intended message relies in part at least, on some physical form external to the communicator, such as a communication aid, a graphic symbol, a picture, or an object.

Measures of pre-communicative cognitive ability may be invalid for some populations, and research suggests that impaired cognition does not preclude communication (Kangas & Lloyd, 1988; Zangari & Kangas, 1997). Development of language skills can lead to functional cognitive gains (Goossens', 1989).

AAC intervention for children with complex communication needs helps develop functional communication skills, promotes cognitive development, provides a foundation for literacy development, and improves social communication (Drager et al., 2010).

Incidence and Prevalence

It is difficult to estimate the prevalence of AAC users due to wide variability across this population in terms of diagnosis, age, location, communication modality, and extent of AAC use. However, it is commonly accepted that the number of AAC users is growing, most likely as a result of increases in access to technology and AAC awareness and increases in the number of individuals with complex communication needs (Light & McNaughton, 2012; Ratcliff, Koul, & Lloyd, 2008).

Beukelman and Mirenda (2013) estimated that approximately 1.3% of people (or roughly 4 million Americans) are unable to reliably communicate using natural speech to accomplish daily communication needs.
Enderby, Judge, Creer, and John (2013) estimated that 0.5% of the U.K. population requires the use of AAC. Based on the prevalence of conditions associated with use of AAC (in the United Kingdom), Enderby et al. (2013) estimated that the largest populations of individuals who could benefit from AAC had diagnoses of dementia (23.2%), Parkinson's disease (22.7%), ASD (18.9%), learning disabilities (13.3%), and stroke (9.9%).

According to the National Survey of Children With Special Health Care Needs (2005-2006), the estimated prevalence of children with special health care needs who have a speech difficulty is 2.9% among all U.S. children. Of these children, 7.6% were estimated to require a communication aid or device; however, an estimated 2% did not receive one (Kenney & Kogan, 2011).

Binger and Light (2006) reported that approximately 12% of preschoolers who were enrolled in special education services in Pennsylvania required AAC, and the authors cautioned that this was almost certainly an underestimate. The majority of children in this study had a primary diagnosis of developmental delay, autism, or pervasive developmental disorder (PDD). It was reported that students used a variety of different types of AAC systems (often, more than one), including gestures (62%), sign language (35%), objects (31%), pictures (63%), and high-tech devices or SGDs (15%).

Roles and Responsibilities

SLPs play a central role in the screening, assessment, diagnosis, and treatment of persons requiring AAC intervention. The professional roles and activities in speech-language pathology include clinical/educational services (diagnosis, assessment, planning, and treatment), advocacy, education, administration, and research.

From:
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773&section=Key_Issues

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Aided communication (aided comm) can be simple or complex. It might be as simple as writing with a pencil. It might be as complicated as an eye gaze activated computer. Both the "speaker" and the "listener" need to understand the communication aid. All partners need to understand the system used to communicate.

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In this video, we analyze a case study of a student with GDD, her behaviors, and how to differentiate the classroom teaching to accommodate the student's developmental delays. The video also offers alternative strategies such as UDL to enhance the student's success.

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The Rhode Show interviews a specialist at the Children's Workshop about GDD and their suggestions on strategies for parents and teachers to support their children with developmental delays.

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Childhood Disability Link. (n.d.). Global developmental delay. Www.childhooddisability.ca. Retrieved July 8, 2022, from https://www.childhooddisability.ca/diagnosis/global-developmental-delay/

CPL. (n.d.-a). Early Childhood Intervention. Www.cpl.org.au; The CPL Group. Retrieved July 8, 2022, from https://www.cpl.org.au/disability-services/therapies/early-childhood-intervention

CPL. (n.d.-b). What is Global Developmental Delay? | CPL - Choice Passion Life. Www.cpl.org.au; The CPL Group. Retrieved July 8, 2022, from https://www.cpl.org.au/resources/understanding-disability/what-is-global-developmental-delay

EdPlace. (n.d.). Education resources and advice to support students with Global Developmental Delay (GDD). Www.edplace.com; EdPlace. Retrieved July 8, 2022, from https://www.edplace.com/send/gdd-resources

Mosaic Early Intervention. (2020, July 31). Global Developmental Delay (GDD) In Infants and Young Children. MOSAIC EARLY INTERVENTION; Mosaic Early Intervention. https://www.mosaicearlyintervention.com.au/blog/global-developmental-delay

Nurture Pods. (2019, May 13). Treating Children with Global Developmental Delay - Nurture Pods. Nurture Pods Pte Ltd; Nurture Pods Pte Ltd. https://www.nurturepods.com/treating-children-with-global-developmental-delay/

U.S. Department of Education. (2017a, May 2). Sec. 303.111 State definition of developmental delay. Individuals with Disabilities Education Act; U.S. Department of Education. https://sites.ed.gov/idea/regs/c/b/303.111

U.S. Department of Education. (2017b, May 2). Sec. 303.112 Availability of early intervention services. Individuals with Disabilities Education Act; U.S. Department of Education. https://sites.ed.gov/idea/regs/c/b/303.112

U.S. Department of Education. (2017c, May 3). Individuals with Disabilities Education Act Sec.300.111. Individuals with Disabilities Education Act; U.S. Department of Education. https://sites.ed.gov/idea/regs/b/b/300.111

U.S. Department of Education. (2018, May 25). Sec. 300.8 child with a disability. Individuals with Disabilities Education Act; U.S. Department of Education. https://sites.ed.gov/idea/regs/b/a/300.8

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Attention deficit hyperactivity disorder, or ADHD, is one of the most common childhood neurodevelopmental disorders, or a condition that impacts how the brain works. It affects around 11% of school-aged children.1

Adults also can be diagnosed with ADHD. Around two-thirds of children with ADHD continue to experience symptoms as adults.2

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ADD/ADHD | What Is Attention Deficit Hyperactivity Disorder?

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Assistive Technologies for Speech Disorders

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Assistive Technologies for Speech Disorders

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The link includes several different types of augmentative communication devices such as:
No-tech - gestures, body language, sign language
Low-tech - pen & paper, picture board
High-tech - smart devices, apps, keyboards

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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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The video explains what text-to-speech is and how students can use it in the classroom to communicate with their teachers and peers.

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Using Text-to-Speech Assistive Technologies to Support Students

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Students with an Intellectual Disability (5 Methods to Help) - Classful

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As one of the most common developmental disabilities found within mainstream schools, most teachers will work with students with an intellectual disability frequently during their careers.

As such a vast, overarching umbrella, there are many different definitions and levels of difficulty for students with ID, making it even more essential to provide excellent strategies and a suitable learning environment for children that need that extra helping hand.

Diagnosed and supported by the Individuals with Disabilities Education Act, or IDEA, students with ID and their educators are provided with plenty of resources and tools to ensure they receive the education they need, with the accommodations they require to succeed.

Understanding students with an intellectual disability?

A broad category that includes various skill levels, severities, and support requirements, an intellectual disability can involve problems with an individual functioning intellectually and/or adaptively.

Examples of difficulties around intellectual functioning can include problem-solving, the ability to communicate effectively, or the capacity to learn. Adaptive functioning and behavior may include specific challenges such as hygiene, routines, or even day-to-day social skills. Some of the most common causes of ID are:

Genetic conditions - most commonly caused by abnormal genes inherited from the parent or due to errors in the combination of genes during development. IDs under this category may include Down syndrome and PKU or Fragile X Syndrome.

Gestational problems - a result of the baby not developing properly inside the mother. There are many causes for ID due to problems during pregnancy. Drinking during pregnancy or contracting a serious infection can cause this.

Birth problems - in prolonged or difficult births, where the baby may not be getting enough oxygen, the child's chance of an ID is greatly increased.

Health issues - various diseases and health concerns can lead to intellectual disabilities, such as measles or whooping cough. Malnutrition, poisoning, or lack of access to prompt medical care can also result in ID due to ill health.

Intellectual disability is not classified as a disease or a mental health problem. Over 425,000 children in the US have a form of intellectual disability and require special education or other accommodations within mainstream schools to succeed and learn effectively. While there is no cure for ID, there is plenty of evidence that with extra time and patience, children and individuals with this disability can accomplish and achieve many things, both in life and academically.

Students with an intellectual disability in the classroom

For children with an intellectual disability, certain aspects of development and learning can be stressful, difficult, or otherwise inaccessible. These challenges are especially obvious in the classroom, with many students with ID struggling with learning effectively. These characteristics can lead to impaired understanding and difficulty understanding concepts or 'keeping up' with other students.

For many ID children, the following difficulties may apply:

Difficulty in developing social and communication skills

Increased time needed for cognitive processing of tasks or new learning materials

Difficulty in understanding new or different information

Difficulty understanding or comprehending concepts that are abstract

Difficulty processing information sequentially

Because ID is a blanket term - similar to autism spectrum disorder in the classroom - children with this disability can require higher support and resources or none. With intellectual disabilities understood more than ever before when it comes to the needs and support of individuals with this disability, there is ample information for teachers and parents to provide insight into what an intellectual disability is.

For students with an intellectual disability, this is often not the only reason they struggle to work in a mainstream school environment. Between 40-60% of students with ID are also on the spectrum, leading to further difficulties in effective communication and learning.

Teaching students with an intellectual disability

When offering students with ID a fulfilling, suitable, and productive learning environment, it's important to consider the accommodations and requirements the child may need to perform as well in a mainstream education setting as other students. As such, employing practical strategies can be the perfect place to start.

These strategies are more versatile than simply applying to ID; there is also a great deal of crossover with the challenges faced by students with other learning difficulties, such as ADHD or autism spectrum disorder. As such, developing the insight and techniques needed to support students with ID can benefit a range of children.

Here are just a few of the teaching methods that educators can employ to support students with an intellectual disabilities:

Using small steps

For students with an intellectual disability, breaking down each learning task into small, easy-to-digest steps can be invaluable. Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture.

This step-wise approach is the basis of many different learning models for all kinds of students, with each step and level of investment varying according to the specific requirements of the individual student.

Modify teaching to be more hands-on

Students with ID are known to struggle with abstract concepts individually, making some traditional teaching styles incompatible with their specific challenges. Opting to go more hands-on with teaching can provide a more kinesthetic approach for students.

An example of this would be teaching gravity by demonstrating how it functions in the real world by dropping an object to illustrate the force.

Think visual

The visual world and what is directly in front of the child are important factors in teaching a student with ID. They tend to do best in environments where visual aids or support is provided, whether to learn specific subjects or map their completed progress. Using charts with ID students has proven to be highly effective, especially with direct, immediate feedback.

For more insight into these teaching methods and why they are suitable for students with ID, this article on AAC offers further information and guidance.

Five ways to incorporate intellectual disability strategies into your classroom

While there are many general strategies and suggestions surrounding ID in the classroom, implementing those opportunities, and including them in your curriculum, is a different challenge altogether. But in mainstream schools, it's essential to balance offering support to your students and providing a well-rounded teaching experience.

These five methods offer simple, effective ways to incorporate elements of ID-suitable guidelines into any classroom with minimal disruption and excellent results:

1. Use baby steps

Start by breaking each lesson down into its simplest, most vital components. These steps can be provided to ID students alongside teaching a wider class to ensure they can keep up and develop the same understanding as their peers. To reduce frustration and encourage participation, this method is highly effective.

2. Incorporate more physical learning experiences

Whether using physical items to support learning in sciences or maths or simply offering a direct way for students to connect their learning to the real world, this method can be invaluable for all your students to help them develop their knowledge more well-rounded way.

3. Start a feedback book or chart

Students with ID can greatly benefit from immediate and consistent feedback. Using a feedback book or chart can create a record of that feedback, allowing the student to look back and see their development in black and white.

4. Encourage music in the classroom

Music can be a vital part of learning and development for any student, but for those with ID, it can be an especially powerful motivator. Music alongside concepts or lessons can help them retain information and offer greater engagement in the subject.

5. Provide visual stimulus

Whether it's simply drawing the concept, you're describing on a whiteboard or providing students with video or photographic content to study. ID students find it easier to focus when visually involved in the learning process.

With an intellectual disability such a common difficulty for many students, it's vital to ensure that they receive the same level of care and attention when it comes to their education as any other student. At the same time, teachers, educators, and parents must work together to ensure they provide the best environment for every student.

How we can help you with students with an intellectual disability

Platforms like Classful provide educators with the resources they need to make their classroom the best it can be for intellectually disabled students, and have never been quicker or easier. We do all the hard work for you, and you raise the money you need to support your favorite teacher and improve the educational possibilities of students with intellectual disabilities in the classroom.

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Students with an Intellectual Disability (5 Methods to Help) - Classful

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As one of the most common developmental disabilities found in schools, most teachers will help students with an intellectual disability during their career.

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This link show the signs and symptoms of ADHD,it is important for teachers realise it and help the parents early diagnosis if the students have such problem.

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Attention deficit hyperactivity disorder, or ADHD, is one of the most common childhood neurodevelopmental disorders, or a condition that impacts how the brain works. It affects around 11% of school-aged children.

Adults also can be diagnosed with ADHD. Around two-thirds of children with ADHD continue to experience symptoms as adults.

There are three presentations, or types, of ADHD:

Predominantly inattentive presentation, or difficulty paying attention and focusing

Predominantly hyperactive-impulsive presentation, or may have difficulty controlling their behavior and sitting still

Combined presentation, or has symptoms from the inattentive and the hyperactive-impulsive presentations

ADHD symptoms arise from differences in the brain and neurological system, or nervous system.

Verywell / Laura Porter

This article explains the symptoms associated with ADHD. It also discusses causes, diagnosis, and treatment options for this condition.

What Are Signs and Symptoms of ADHD?

Children with ADHD have more trouble than others sitting still, focusing, and paying attention. This can lead to difficulty getting along with other children and learning in certain school settings.

AHDH that persists into adulthood can interfere with relationships, work performance, and overall quality of life. In adults, the hyperactivity seen in childhood may be described as restlessness. The typical stresses of adulthood can also worsen ADHD symptoms.

Symptoms of attention deficit hyperactivity disorder depend on the type, but, in general, children and teens with ADHD may exhibit:

Frequent forgetfulness

Daydreaming and the appearance of not listening

Trouble staying on task

Disorganization

Avoidance of tasks that require focus

Trouble sitting still, fidgeting, and squirming

Excessive talking

Risky behavior

Carelessness, or lack of attention to details

A pattern of making mistakes often

Trouble getting along with other kids

Difficulty taking turns

What Causes ADHD?

What causes ADHD is not well understood, although there is research that suggests that genetics likely play an important role.

Other factors that may be linked to having ADHD include:

Brain injury

Environmental conditions during fetal development or in early life, such as exposure to lead

Use of alcohol or tobacco during pregnancy

Premature delivery or low birth weight

There are many myths about the potential causes of ADHD that have been proven false. These include eating large amounts of sugar, watching too much television, as well as experiencing poverty or turmoil in the family. Such factors may worsen symptoms of ADHD, but don't cause it.

How Is It Diagnosed?

ADHD is diagnosed based on symptoms and an interview. The evaluation may be done by a primary care provider or a mental health professional such as a psychologist, psychiatrist, or a brain specialist called a neurologist.

When diagnosing a child, the practitioner may interview parents, teachers, and other adults who provide care for the child. This allows them to consider the child's behavior in different settings. The child may also may be interviewed, depending on their age.

A diagnosis of ADHD will depend on whether specific criteria listed in the Diagnostic and Statistical Manual (DSM-5) are met. This manual is used by mental health professionals and healthcare providers to help evaluate an individual's symptoms.

The criteria differs based on the type of ADHD, but, for a diagnosis of any type of ADHD to be made, the person being evaluated must have:

Several hyperactive-impulsive or inattentive symptoms before age 12

Several symptoms present in at least two settings, such as at school and home

Demonstrated that the symptoms interfere with their ability to function in a social, school, or work setting

Had a formal evaluation, ruling out other primary underlying causes of the symptoms

An individual with ADHD must show an ongoing pattern of inattention and/or hyperactivity-impulsivity and these symptoms must interfere with their quality of life.

Types

There are three different types of ADHD as defined by the DSM-5.

The types of ADHD include:

Predominantly Inattentive Presentation: A child must have at least six of the following symptoms; an adolescent or adult must have five:

Trouble paying attention while performing tasks or engaging in play activities

Makes careless mistakes frequently

Frequently forgetting the details of daily tasks

Often easily distracted

Often appears not to be listening when talked to directly

Frequently forgetful in performing daily tasks

Fails to finish homework or other tasks, or has problems following through

Predominantly Hyperactive-Impulsive Presentation: A child up to age 16 must have six symptoms; older adolescents and adults must have five:

Often fidgeting, or tapping hands or feet

Often gets up or leaves when expected to stay seated

Often runs or climbs inappropriately

May feel restless or agitated

Often unable to be involved in quiet or relaxing activities

Often talks non-stop

Often blurts out responses before the question has been completely asked in conversations

Has difficulty taking turns

Often interrupts conversations when others are speaking

Combined Presentation: Has symptoms from both presentations of hyperactive-impulsive and inattentive:

Symptoms must be present for at least 6 months

Symptoms must be considered disruptive in either work, school, or social settings

Symptoms are considered inappropriate for the person’s developmental level

A person’s type of ADHD can change over time, as it’s common for symptoms to change as a child gets older.

Differential Diagnosis

There are a number of conditions that may be mistaken for ADHD and have to be ruled out in order to make a diagnosis, including:

Sleep disorders, or conditions that impact your quality of sleep

Anxiety, or a group of mental health conditions that tend to involve excessive fear and worry

Depression, or mental health conditions that tend to involve feeling sad, lonely, low, and empty

Learning difficulties

Vision and hearing problems

How Is It Treated?

ADHD is typically treated with behavioral therapy, medication, or both. For children ages 4 and 5 years old, the first line of treatment is behavior-based with parental involvement.

Behavioral Therapy

There are several behavioral treatment modalities recommended for ADHD including:

Behavior modification: Strategies based on the child's symptoms that aim at increasing wanted behaviors and decreasing unwanted behaviors

Behavioral parent training: Training parents to respond in a way that will promote the child’s healthy growth and development and strengthen the parent/child relationship

Social skills training: Provides a safe environment for a child to learn positive social skills, including how to interact well with other kids at school and with family members at home

School interventions: Involves a trained professional who can work with the child’s teachers and school counselors to formulate a plan of action aimed at implementing classroom interventions as necessary

Organizational skills training: Aimed at teaching older kids organizational and time management skills at school and at home

Medication

The two types of ADHD medications are available in short-acting, intermediate-acting, and long-acting forms:

Psychostimulants, like Ritalin (methylphenidate) and Adderall (dextroamphetamine), improve or reduce ADHD related symptoms. Studies show that stimulants improve ADHD symptoms in approximately 70% of adults and 70% to 80% of children.

Non-stimulant medicines, like Strattera (atomextine), Intuniv (guanfacine), and Kapvay (clonidine), may be used as stand-alone medications to treat ADHD or they may be prescribed in addition to other medications.

A combination of psychostimulants and non-stimulant medications is sometimes more effective than either type of drug alone.

Most common side effects of medications for ADHD are mild; some subside after the medication has been taken for a while. If side effects are not short lived, the prescribing physician may lower the dosage or possibly prescribe a different drug.

Side effects of ADHD medication include:

Insomnia, or difficulty sleeping

Loss of appetite

Weight loss

Nervousness or irritability

Mood swings

Headaches and stomachaches

Less common side effects of stimulant medications may include:

Rebound effect, in which hyperactivity or moodiness increases as the medication wears off

Tics, or repetitive muscle movements such as eye blinking

Minor delay in normal growth pattern

Alternative and Complimentary Treatments

There are many alternative and complimentary treatments that tout effectiveness for treating ADHD. However, the Centers for Disease Control and Prevention (CDC) warns many of these have been proven neither safe nor effective.

Examples of alternative or complementary treatments for ADHD that need more research include:

Brain gym, which is a movement program that claims to increase the brain's performance

Luminosity, which is a program that involves games that claim to improve memory and focus

Cogmed, which is a program said to be effective in training the working memory in children with ADHD

Omega-3 supplements, or fish oil supplements, that some studies show may be helpful in the treatment of those with mild symptoms of ADHD, as well as those who do not respond well to stimulant drugs

Massage therapy

Mindfulness training, which is the practice of being present and tuning into yourself

Biofeedback, or neurofeedback, which shows brain activity in real time, and uses interventions to activate other parts of the brain

Movement therapy, an intervention often used as part of sensory integration training, which aims at helping with bodily awareness, balance, and coordination

Eye movement training, or eye tracking training, which aims to improve self-control

Some alternative treatments do have research that back up their effectiveness when used as part of a multimodal approach, which is treatment that combines several techniques. Studies suggest that biofeedback, movement therapy, and eye movement training have evidence that support their use as adjunct therapies.

Prior to beginning any new therapy, be sure to check in with your healthcare provider.

Potentially Harmful ADHD Treatments

Before trying an alternative treatment for ADHD, talk to your healthcare provider. Some can interfere with prescribed treatment for ADHD and some can even be harmful, among them:

Allergy treatment, which can interfere with stimulant medication

Megavitamins, which have been linked to liver damage

Herbal supplements, which have limited supporting evidence and may cause side effects

Restricted diets, which have a low success rate and may negatively impact dietary needs

Anti-motion sickness treatment, which has limited supporting evidence

What Are Some Tips for Coping With ADHD?

Living with a child or adolescent who has ADHD can come with unique challenges. As a parent, it’s important to learn about ways to help your child manage any uncomfortable or unwanted symptoms of ADHD. It's also important to get support for yourself if needed. You can learn more about parenting tips on helpguide.org.

Seeking professional help for you and your child as soon as possible can help you feel supported and better understand the unique challenges and strengths that having ADHD comes with.

Summary

ADHD is a neurodevelopmental disorder that can impact children, teens, and adults. The three types of ADHD include inattentive, hyperactive-impulsive, and combined presentation.

Signs and symptoms of ADHD will vary depending on the type and can change over time. While the cause of ADHD is not known, genetics may play a role.

ADHD is diagnosed based on certain criteria found in the DSM-5 and treatment will vary depending on the individual's specific needs.

Frequently Asked Questions

What are the main causes of ADHD?

While exact causes of ADHD are unknown, genetics are thought to play a role in it.

What is the most effective treatment for ADHD?

Treatment will vary depending on the specific individual. Typically a combination of behavior therapy, medication, and parent support (if applicable) are recommended.

How do symptoms of ADHD present in adults?

Adults may experience all three presentations of ADHD- inattentive, impulsive/hyperactive, or a combination of both. Symptoms of ADHD may worsen in adulthood.

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Learn about the symptoms, diagnosis, and treatment of attention deficit hyperactivity disorder; find out about new studies on ADHD drugs.

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Assistive Technology for Children With ADHD

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Assistive Technology for Children With ADHD

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This article is about some assistive technology for ADHD students. We could use the suggestions to help students if they are struggling for study. These include:
-Audiobooks
-Text to speech
-Optical character recognition (OCR)
-Word-prediction software
-Portable word processors
-Speech recognition software
-Talking calculator
-Electronic math worksheet

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Assistive technology is any device, software program, or tool that could help your child with ADHD become a better student or learner. It might boost their skills and confidence if they're having a hard time with subjects like reading, writing, or math. Here are the main types of assistive technology and how they help.

Portable word processors. If you child has trouble taking notes or writing out assignments by hand during classes, they may have an easier time typing on these small, computer-like devices. Some portable word processors come with built-in text-to-speech and word prediction software, too.

Speech recognition software. Your child speaks into a computer or tablet's microphone, and their words show up on the screen. This can save them time and help them express themselves more easily if they're struggling to write by hand. You can check your computer to see if it has speech recognition software built in.

Assistive Technology for Math

Talking calculator. It works like a normal calculator, only it speaks the numbers and symbols on the buttons your child presses, as well as the answer they get. It could help them process the digits they see in a math problem more easily and give them confidence that they're pushing the correct calculator keys as they solve the problem. They'll still need to write their answer down on paper (or enter it into a class computer) when they're done.

Electronic math worksheet. This is a type of computer software that lets your child work out math problems on a computer screen. It could help them organize numbers as they solve the problem, and it can read the numbers aloud to them.

Reminder Devices

These gadgets gently remind your child to refocus on an assignment or task in case their attention drifts. One example is a vibrating watch. You can program it to vibrate as often as you want. The quietness of it might keep your child from feeling self-conscious, and your child's teacher might not have to remind them to get back to work as often.

How to Choose Assistive Technology

Before you buy assistive technology, ask yourself things like:

Does it target the skills your child needs help with?

Is it simple enough for you and your child to use?

Will your child want to use it? (Ask them.)

Will their school allow them to use it during classes?

If it's a device, will it work with your other computers and tablets?

You can also check to see if there's a free demo or a trial subscription available for assistive technology software that you're considering.

Assistive Technology for Reading

Audiobooks. If your child has trouble focusing or grasping the meaning of sentences while reading, they might benefit from listening to a recording of a book instead. You can find audiobook services online, and many include a subscription fee. You'll also need a computer, tablet, or smartphone to play these recordings, and headphones for quiet listening. If your child has a hard time sitting still to read a book, an audiobook could also help them move around while they listen to the story.

Text to speech. These programs let your child turn text on their computer, tablet, or phone screens into audio they can listen to. They may be able speed up or slow down the audio, too. Listening to text while reading along with it may boost your child's word recognition, help them pay attention longer, and help them comprehend words better. Your personal devices may have text-to-speech software built into it. If not, downloadable apps, web-based tools, and software programs are available.

Optical character recognition (OCR). This type of text-to-screen hardware and software lets you transfer images of text -- from things like books, worksheets, or even objects like street signs -- onto a screen and hear audio of it. In general, you use your camera or a scanner to capture an image of the text, and then you upload it into a device like a computer or tablet. (A handheld OCR device called a "scanner pen" lets you scan materials portably.) Some computers, tablets, and phones have OCR software programs built in, so check your personal devices to see if any are included.

Assistive Technology for Writing

Word-prediction software. This type of tool for word processors guesses the word your child is trying to type. It may help them grow their vocabulary and write grammatically correct sentences that stay on topic.

Talk to Your Child's School

If your kid goes to public school, they may be eligible for free special education services, including assistive technology, under a law called the Individuals with Disabilities Education Act (IDEA). Ask the school to give your child an ADHD evaluation to find out if they qualify. If they do qualify, you and the evaluation team will work together to come up with a legal document called an individual education plan. This lists your child's education goals as well as the services that the school will offer them. The IDEA law requires that the school at least consider providing assistive technology devices and services. If they decide assistive technology is right for your child, they should provide it for free.

Private schools often provide assistive technology, too. If your child goes to one, ask their teachers or the administrators if any tech is available. They might tell you that your child needs to get evaluated for special education services first. If so, ask them to reach out to the public school district that your child's private school is located in. That's because the district chooses whether or not to evaluate your child. If they do an evaluation and decide your child needs special education, they'll create a plan that's cost-free to you and similar to an individualized education program, although it may include fewer services. If the plan doesn't give your child the extra support they need, you could consider moving them to a public school with more resources.

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Assistive Technology for Children With ADHD

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Assistive technology is any device, software program, or tool that could help your child with ADHD become a better student or learner. It might boost their skills and confidence if they're having a hard time with subjects like reading, writing, or math. Here are the main types of assistive technology and how they help.

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Other accommodations and strategies for ADHD students

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Other accommodations and strategies for ADHD students

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Here are some common accommodations for teachers in the classroom to help the struggling students.

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Common accommodations and modifications in school

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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72 classroom accommodations for students with ADHD

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72 classroom accommodations for students with ADHD

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If you are in trouble with helping the ADHD students in classroom, these are 72 specific accommodations for teachers.

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72 Classroom Accommodations for Students With ADHD - The Edvocate

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Spread the loveAre you a teacher looking for accommodations for students with ADHD? Don’t worry we have you covered. Below you will find 72 examples of accommodations that teachers can make to adapt to the needs of students with ADHD. 1. Seat student in a quiet area 2. Seat student near a good role…

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3 general categories of speech impairment:
- fluency disorder
- voice disorder
- articulation disorder

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A speech impairment affects people who have problems speaking in a regular tone of voice or tempo. Speech impairments make it hard for people to communicate properly, and they can happen in both children and adults. ‌

These disorders can cause frustration and embarrassment to the person suffering from them.

Health Issues That Affect Speech Impairment

Other than childhood speech impairments, there are a range of reasons you could get one in your adult years. They can happen due to a traumatic event, illness, or surgery.

Dysarthria, aphasia, and voice disturbances can happen in adulthood, and are usually due to these medical events.

Aphasia. Aphasia is the loss of ability to understand words, spoken or written. There are many types of aphasia. It can happen after a stroke or if a tumor reaches the part of the brain where language is processed.

Medical issues that can cause aphasia:

Dementia

Head trauma

Stroke

Transient ischemic attack (TIA)

Brain tumor

Alzheimer's disease

Dysarthria. Dysarthria is usually caused by a nerve problem. The person suffering from it loses the ability to make certain sounds or might have poor pronunciation. It can also affect your ability to control the tongue, larynx, lips, and vocal chords.

Medical issues that can cause dysarthria:

Facial trauma

Head trauma

Diseases that affect your nervous system

Side effects of certain medication

Alcoholic intoxication

Dementia

Dentures that don't fit properly

Transient ischemic attack (TIA)‌

Voice disturbances. Traumatic events or extreme stress placed on the vocal cords can cause you to "lose" your voice or have a vocal disturbance. Disease can also affect the way your voice sounds.

Cancerous or noncancerous growths or nodules on the vocal cords can make your voice sound different.

Understanding Speech Impairments

Having a speech impairment can be a very frustrating and embarrassing experience for the person experiencing it. It's important to be patient and understanding when communicating.

Try the following tips to improve communication and foster an accepting environment with someone who has a speech impairment:

Speak slowly and use hand gestures

Keep a pen and paper handy in case it's needed to communicate

Maintain a calm environment free of stimulating sounds

Use simple phrases when you speak

Use your normal tone of voice

Consulting with a mental health care provider can help with feelings of anger and depression that can accompany speech impairments.

What is Speech Impairment?

People who have speech impairments have a hard time pronouncing different speech sounds. They might distort the sounds of some words and leave other sounds out completely.

There are three general categories of speech impairment:

Fluency disorder. This type can be described as an unusual repetition of sounds or rhythm.

Voice disorder. A voice disorder means you have an atypical tone of voice. It could be an unusual pitch, quality, resonance, or volume.

Articulation disorder. If you have an articulation disorder, you might distort certain sounds. You could also fully omit sounds.

Stuttering, or stammering, is a common fluency disorder that affects three million Americans. It usually affects young children who are just learning to speak, but it can continue on into adulthood.

Speech and language impairments are two words that are often used interchangeably, but they are two very different types of problems.

Speech means talking. It uses the jaw muscles, tongue, lips, and vocal chords. Language is a set of words and symbols made to communicate a message. Language and speech disorders can affect you separately, or both can happen at the same time.

Types of Speech Impairments

Speech impairments can begin in childhood and carry on through your adult years. Others can happen due to trauma, or after a medical event like a stroke.

The types of speech impairments are:

Childhood apraxia of speech. This can happen to children when it's time for them to start talking. The brain's signals don't communicate with the mouth, so the child can't move their lips and tongue in the way they're mean to.

Dysarthria. This type of speech impairment happens when the muscles you use to talk are too weak, and can't form words properly.

Orofacial myofunctional disorders (OMD). OMDs are characterized by an abnormal pattern of facial muscle use. OMD interferes with how the facial muscles, including the tongue, are used. People who suffer from OMD might also struggle to breathe through their nose.

Speech sound disorders. It's normal for children to struggle to pronounce certain sounds as they learn to talk. But after ages four or five, constant mispronunciation might signal a problem. It can continue into adulthood, or some people get it after a stroke.

Stuttering. Stuttering can mean repeating words or sounds like "uh" and "um" (disfluencies) involuntarily. Stuttering can be intensified by strong emotions or stress.

Voice. A voice disorder can mean you "lost" your voice because you stressed it too much. It can also mean a chronic cough or paralysis of the vocal cords, among others.

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A speech impairment affects people who have problems speaking in a regular tone of voice or tempo. Speech impairments make it hard for people to communicate properly, and they can happen in both children and adults. ‌ These disorders can cause frustration and embarrassment to the person suffering from them.

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Reducing Educational Inequities for Children with Speech and Language Disorders - S04 E15

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Listen to this episode from Speak Up on Spotify. In this week's episode, SPA's Anneke Flinn speaks with Professor Gail Gillon, founding director of the Child Well-being Research Institute at the University of Canterbury in Christchurch, New Zealand. Gail is a keynote speaker at the upcoming Speech Pathology Australia conference.

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The video discusses assistive technologies for students with speech impairments and what the teacher can do to help the students.

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Assistive Devices for Speech and Hearing Impairment and Role of Teacher

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The sounds of desks and chairs on the move combined with conversations between classmates and other background noises can make it extremely difficult for a student with hearing loss to hear the teacher. A child can miss a lot of what the teacher is saying if the teacher does not use proper communication techniques, such as looking at the child when speaking and speaking clearly. However, new technologies exist that, when integrated appropriately, can improve a student's learning experience at school.

Building the Right Team Improves Student Performance

A first step for student success is to build a team of qualified professionals who understand all the necessary components for receiving auditory information, which is the ability to perceive sounds by detecting vibrations in the ear.

Educational audiologists are key members of the multidisciplinary team who provide hearing services in a school setting. Educational audiologists are not only trained to diagnose and treat hearing problems but also to understand how to integrate Hearing Assistive Technology (HAT) in a learning environment.

For example, a student who wears hearing aids may need to access different programming options on his or her technology in various learning environments. An educational audiologist can also determine that a better signal-to-noise-ratio (SNR) is needed to learn in the classroom by assessing the environment and by analyzing how the student participates in class.

Communication and Collaboration Are Key

Collaboration is key when integrating HAT for students who are deaf or hard of hearing in the classroom. School officials, teachers, and a team of professionals, such as educational and clinical audiologists, should work together in order to maximize benefits for students.

Communication is also vital among school officials and medical professionals. For example, educational and clinical audiologists work to ensure appropriate programming for hearing aids and cochlear implants that allows access to frequency modulated (FM) or digitally modulated (DM) hearing assistive technology, ensuring acoustic access for the student inside and outside the classroom. This type of collaboration allows for proper communication between the teacher, child, and his or her classmates by allowing sound (auditory information) to get to the child's processing centers of the brain.

"Academic and social information needs to be accessible to the child with hearing loss, and that accessibility requires using many different technologies in various educational settings, " said Carrie Spangler, an educational audiologist at the Summit Educational Service Center . "Becoming familiar and confident in handling technology helps students to maximize the auditory environment, such as listening to a lecture, viewing a video with captioning and direct audio streaming, shoulder to shoulder peer interactions, small group instruction, gym, recess, and other elective classes.It is also critical that students develop strong self-advocacy and technology skills."

Create a "Listening Map"

A student's sound environment changes every school year and as they age. This environment becomes more complex as children navigate their educational settings. Audiologists Dr. Carol Flexer and Carrie Spangler recommend creating a "Listening Map," which helps the student's educational team match learning needs to technology access in the classroom. These "maps" help a student navigate acoustic barriers as he or she goes from one setting to the next.

"The classroom is a dynamic environment that creates a myriad of acoustical changes throughout the day," said Dr. Carol Flexer, a certified audiologist and listening and spoken language specialist, auditory-verbal therapist through the AG Bell Academy ."We think about hearing as a sense that occurs completely in 'the ear.' However, the ear is the pathway for auditory information, such as hearing teachers' voices, to travel from the environment to the child's brain where deciphering and attaching meaning to those voices occurs. It is now recognized that hearing occurs in the brain, and that hearing is the 'brain's perception of auditory information.'"

New Technology Tools in the Classroom

revolutionized how kids with hearing loss learn in today's school systems. In fact, more Cochlear implants and hearing aids children who are deaf or hard of hearing are attending mainstream schools than ever before. However, ambient noise, reverberation, and distance from the desired sound source can affect how a student hears. For these reasons alone, it is important that the right technology and tools are in place and implemented correctly to ensure academic success.

Classroom Audio Distribution Systems (CADS) and Soundfield Systems

Similar to high fidelity PA systems, these sound systems, through one or more strategically positioned loudspeakers, amplify the speech of the person wearing the microphone for everyone present in the learning space and give an added boost to those who use cochlear implants and hearing aids.

Personal Frequency Modulation (FM) and Digital Modulation (DM) Systems

FM and DM Systems are wireless personal listening devices that include a remote microphone placed near the desired sound source (usually the speaker's mouth but could also be a TV, computer, or other audio device) and a receiver for the listener that is designed to fit in the student's hearing aid, cochlear implant, or headphones. These systems are engineered to combat the negative effects of ambient noise by bringing the speaker's voice directly into the student's ear. The placement of the remote microphone system allows for sound to be picked up close to the talker or the sound source, which provides improved speech clarity and reduces the negative effect of ambient noise.

Hearing Loop (or Induction Loop) Systems

Hearing or Induction Loop systems use electromagnetic energy to transmit sound. These devices are composed of:

A sound source, such as a TV or a microphone

An amplifier

A thin loop of wire installed in a classroom

A receiver worn in the ears or as a headset

Due to the use of a wireless remote microphone placed close to the desired sound source, these systems reduce the negative effects of background noise and allow the teacher to move about the classroom freely.

Alerting devices include alarms and technology with flashing lights and loud sounds to alert students in an emergency. These devices are particularly important in classrooms when fast action is necessary in an emergency situation, such as a fire or active shooter. They can also connect to a doorbell or telephone for improved notification.

Communication Access Real-time Translation (CART) and Captioning

CART, which is similar to captioning, transcribes and translates spoken words into text in real-time. The captions are projected onto a large screen for all to see and can also be displayed in internet browsers on a computer or mobile device. Using CART and captioning also makes classrooms compliant with the American with Disabilities Act (ADA). Combining CART and captioning with other hearing assistive technologies will further improve the student's learning experience.

Amplified and TTY telephones allow students to access phone calls not only through speech but also through text. These specially designed telephones transcribe the speech being said, which is then sent as a text message to the recipient's phone.

Next Steps
Technology is ever-changing, and a student's multidisciplinary school team who keeps up-to-date on the latest technology , policies, laws and regulations , as well as best practices for implementation, will ensure that each student with hearing loss is set up for success throughout the school year.

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How to Integrate Hearing Assistive Technology in the Classroom

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The sounds of desks and chairs on the move combined with conversations between classmates and other background noises can make it extremely difficult for a student with hearing loss to hear the teacher. A child can miss a lot of what the teacher is saying if the teacher does not use proper communication techniques, such as looking at the child when speaking and speaking clearly.

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For someone with a hearing impairment, it's easy to believe that their hearing aid is what sets the limits for how well they can hear -Although today's hearing aids provide good sound reproduction, in demanding environments many users of hearing aids still experience the technology's limitations.

Hearing technologies aim to break down such barriers :

A microphone captures what is being said around a meeting table or of an individual sound source, such as a telephone or a lecturer.

The sound is processed so that speech is enhanced and background noise filtered out.

The sound is then transmitted to a receiver, and from there to the user's hearing aid, hearing implant or headphone.

Supported Software

Roger Pen

An all-inclusive wireless microphone for use at work or home, the Roger Pen offers best speech understanding in noise and over distance, plus Bluetooth connectivity

Full speech understanding
Understand up to 62% more in noise and over distance compared to people with no hearing loss

Hassle-free
Microphone settings automatically adjust to noise levels and speakers around you

Online Help & training

For online support for troubleshooting your Comfort system device please view the Digi-System website at: http://www.comfortaudio.com/for-users/support-service/faq/

Trinity installed loops Systems

A loop System enables hearing aid users hear various sound sources in large rooms or reception areas, in auditoriums, offices, theatres, or other large public areas.

A loop of insulated wire is fixed around a designated listening area and is connected to a power source, an amplifier and a microphone.

Hearing aids which have the 'T' switch can be set at this position, thus allowing the user receive a signal, which is carried from the microphone to the amplifier and is transmitted through to the loop wire, similar to a transmitting aerial.

We have a number of loop systems installed around the university. Find there locations here.

Caption.ed

Live captions and effortless note-taking

Add captions instantly to your meetings, lectures or seminars, either in-person or online.

You can also add timestamped notes, synced to your transcript, and highlight key information so you never miss out on the important stuff.

Otter.ai

Typing out transcripts or taking notes during a meeting takes too much time and effort. And it's precisely the kind of "work about work" Otter.ai wants to help reduce. Otter turns your voice conversations into smart notes that you can easily search and share. You can use it to take notes at your meetings and interviews, capture your thoughts and ideas while you're driving in the car, and transcribe your existing recordings and podcasts

Smart phone / Tablet Apps

Tap-Tap

This app vibrates your phone and flashes the screen to draw your attention to nearby sounds.

Relevance This app would be very useful for those who need more than just a hearing aid. For example if their office phone is ringing when at work their smart phone would help indicate that.

Usefulness This app wouldn't personally help me, but I can see how it could help others.

Click this link for more information & to download - Tap Tap app

VoxSci for Mobiles

VoxSci transcribes your voicemails into text and delivers them to your mobile as a text (SMS) message and/or as an email with MP3 attachment. Alternatively you can read/listen to your voicemails via our FREE App.

Click this link for more information & to download - Vox Science

Academic Support help

For further help and gaining strategies to help you take effective notes please view are academic support page which give you information on:

How to use your lecture note effectively

Strategies for taking notes in a lecture

Introduction to the Cornell method of note-taking

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Deaf - Hard of Hearing Technologies - Trinity Disability Service - Trinity College Dublin

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For someone with a hearing impairment, it's easy to believe that their hearing aid is what sets the limits for how well they can hear -Although today's hearing aids provide good sound reproduction, in demanding environments many users of hearing aids still experience the technology's limitations.

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Symbol for individuals who are hard of hearing

Assistive Technology: Definition

When thinking about communication, it is important to remember that it's a two-way street: hearing and understanding and expressing thoughts and ideas. Assistive technology refers to any type of device or technology that helps someone who is hard of hearing to communicate more effectively with others.

There are generally two types of assistive technology used to help deaf students: assistive listening devices (ALDs) and augmentative and alternative communication devices (AACs). Let's look at these in more detail now.

Assistive Listening Devices

ALDs are often used to amplify sound for deaf individuals in larger situations, such as whole-class instruction. There are primarily three different types that are appropriate and effective within the classroom, all of which can usually be paired with the technology in today's hearing aids and cochlear implants.

The most common type of ALD used in classrooms is an FM system, using radio signals to send amplified sound within the classroom. As the teacher, you'd speak into a small transmitter microphone worn around your neck or clipped to your clothing. Your student would have the receiver (either a headset or a hearing aid) that transmits the sound directly to his or her ears. FM systems are great tools for classrooms because they are simple, convenient, and effective for deaf students.

The second type of ALD is a hearing loop or induction loop system, which has four components: 1. the sound source, such as a microphone; 2. an amplifier in the area; 3. a special loop wire run throughout the classroom or under the carpet; 4. a headset or receiver worn by the student who is hard of hearing. This is great assistive technology because the sound is picked up directly by the receiver either within a hearing aid or by a headset, so the quality is extremely good.

The third type of ALD that is used in many schools is infrared systems. In this technology, a special transmitter converts sound waves into an infrared signal and beams that signal to a receiver worn by the student. The infrared signal is then turned back into the sound that the listener hears. Sounds like a sci-fi movie, right? Nope! It's assistive technology!

Augmentative & Alternative Communication Devices

While ALDs are primarily used for communicating in whole-class situations, AACs are more suited for face-to-face interaction within the classroom.

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

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

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

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REVIEWED BY NUMBERDYSLEXIA'S EXPERT PANEL ON AUG. 10, 2020

Often left undiagnosed behind dyslexia, Dyscalculia is the math's and mathematical operations' learning difficulty. This difficulty can stay with person throughout life. A dyscalculic person finds it difficult to recognize and count numbers; also, they cannot do mental math or judge distance or height, or deal with currency bills. This learning disorder has nothing to do with intelligence quotient of a person. Dyscalculics may have different ways of dealing with mathematics; it is just that their brains do not recognize numbers or retain math concepts like that of normal people.
Important types of Dyscalculia
Dyscalculia is not restricted only to difficulty of doing numerical operations in head. As the person is exposed to more situations while growing up, the other kinds of difficulties start surfacing. Here are a few typical types of Dyscalculia that have been reported in people:

1. Verbal Dyscalculia: The person affected by this disorder finds it difficult to write the numbers or equations when dictated to him/her. They are okay with writing numbers by copying from some source, but when they are instructed verbally, the results do not come out as expected. They also cannot name the operational signs or numbers.

2. Ideognostical Dyscalculia: One session of learning math numbers and operations goes fine; but when asked to repeat what happened in the previous session, they are not able to recollect. The retention of calculation concepts in mind is close to nil.

3. Lexical Dyscalculia: This is exactly opposite to verbal dyscalculia. When asked to write the number or do operations by copying the numbers or signs through visual medium, a lexically dyscalculic person just gives up. However, they are capable of doing the operations instructed verbally to them.

4. Operational Dyscalculia: Numbers are no problem, but the mathematical symbols and operations are. They cannot understand operational symbols and their corresponding functions when written or spoken to them . Operationally dyscalculic person can differentiate between bigger and smaller numbers, but they can't manipulate and perform mathematical operations like +,-, x and others.

5. Graphical Dyscalculia: Performing the calculations mentally is possible to do for a person with graphical dyscalculia. However, they find it difficult to identify or complete the mathematical operations when presented in written form to them. They cannot read or write or identify/perform mathematical operations symbols and formulae.

6. Practognostic Dyscalculia: This dyscalculia refers to inability to differentiate between quantity and values of things they come across in daily life.

Mentioned above are the Kosc's classification of Dyscalculia that resulted from a study conducted in Czechoslovakia. Many of these types are not identified clearly in one go. By observing subjects over time, the researchers find about the difficulties which may or may not be present in people having signature symptoms of this disorder.
Common types of Dyscalculia
Dyscalculia is referred to Number Dyslexia or Math Dyslexia to simplify its meaning for a layman. The common difficulties pertaining to math learning disorder are:

Mathematical computation disorder - It is same as quantitative dyscalculia where students cannot understand and learn numbers and their operations.

Mathematical reasoning disorder - It is a broader term and includes all the typical types of Dyscalculia mentioned above. The other types that comprise mathematical reasoning disorder are:

To sum up,

Sequential Dyscalculia: It refers to counting numbers in a sequence. Common activities like time-keeping, determining orientation and measuring things become difficult to understand when someone has sequential dyscalculia.

Acalculia: Loss or absence of number intelligence caused due to brain injury or stroke. It can develop in very later stages of the life as well when the mental capacity of a person drains out due to old age. Such people cannot do any kind of mathematical operations and interpretations.

Using fingers even in grade IV and above to count and add

Difficulty with mental math

Conspicuous and more profound math scare

Difficulty keeping time or score

Difficulty judging weight and size

Dyscalculia is different from dyslexia. There is a huge list of symptoms that can help you locate a dyscalculic person. Some very common symptoms to quote are:
Reference:
Avoiding maths to an extent that the student starts feeling suffocated in a math class is something that goes beyond scare. A little diagnosis and patient approach are a must to ensure that dyscalculia does not remain hidden behind other characteristic symptoms, and pose problems in life at a later stage.

Khing, Bweyhunle (2016, December). Dyscalculia: Its Types, Symptoms, Causal Factors,
and Remedial Programmes. Retrieved from http://ndpublisher.in/admin/issues/LCV7N3b.pdf

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Important types of dyscalculia - Number Dyslexia

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Spread the wordREVIEWED BY NUMBERDYSLEXIA'S EXPERT PANEL ON AUG. 10, 2020 Often left undiagnosed behind dyslexia, Dyscalculia is the math's and mathematical operations' learning difficulty. This difficulty can stay with person throughout life. A dyscalculic person finds it difficult to recognize and count numbers; also, they cannot do mental math or judge distance or height, or deal ...

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My world without numbers | Line Rothmann | TEDxVennelystBlvd

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Last Updated on July 18, 2022 by Editorial Team

Recently diagnosed with dyscalculia and thinking it might be the end of your academics? Worrying that your dyscalculic kid might have to struggle through simple algebra throughout his/her life? Will you be able to keep track of money spent and saved? Is your dream career even possible being a dyscalculic?Some common questions that will come to your mind on your first encounter with being dyscalculic. Well, the real question is...Is it?

The problem with dyscalculia is that it is still an under-researched and under-studied subject. Dyscalculia stays hidden behind the spotlight of Dyslexia. A worrisome fact is the numbers could be similar. In a that included observing mathematics performance of 2,421 primary school children over a number of school years suggested that the number of pupils with dyscalculia are similar to those with dyslexia. But only 1 out of 108 ever received an official diagnosis. People need to learn how to differentiate dyscalculia from a common math anxiety. If found with , get your child for dyscalculia asap. The earlier you catch it, the earlier you'll be able to conquer it.

I am Dyscalculic....There I said it!

So, you just find out that you have Dyscalculia, now what? Well, this certainly not the end of any road of your life or career. Just brush off that evil thought off your mind first. Take note that dyscalculia is not a disease that you expect it to be cured. There is no medication for it. Dyscalculia is learning disorder. It hinders your ability to do calculative tasks and solve other mathematical problems. Specialized strategic practicing is the only way out of it.

What are my options?

You have plenty. Consult your evaluator about it. The evaluator will refer several alter techniques in your or your kid's study routine. Several resources, tools, and books specially created for this field will help you or your kid a long way in developing mathematical skills. This post doesn't aim to make you go through different strategies involved in teaching a dyscalculic child. Another posts explains it in details on how to treat dyscalculia effectively with alternative approaches. Our focus in this post is if Assisitive Technology is as successful in helping people with dyscalculia as in people with other disabilities. We'll curated a list of some widely used assistivve tools and technology among dyscalculics.

Assistive tools and technology for dyscalculia

Conceptual learning of mathematics is the secret of understanding it fully. Without the sound knowledge of concepts of a mathematical task, even brightest kids may fail to deliver a result let alone a kid with dyscalculia and math anxiety. Assistive devices related to math learning straight-up triggers the part of our brain that deals with concepts. A child with dyscalculia should take help of these devices as much as possible while at home while dealing with mathematical problems.

1. Manipulative Blocks

Kids with dyscalculia have major struggle in counting in early years. They generally skip numbers and get confused in sequences. Calculator is of no use this early as they are unable to solidify the basics of numbers yet. We discussed the benefit of using cubical blocks and similar objects in building number sense in our earlier blog post. Blocks can be of any type, cubes, rectangles, discs, dices etc. The main component is some kind of variation on each block, may it be different colors, or number of dots or just numbers. A perfect example learning counting through this method is by building constructing different shapes from blocks. Turn it into fun loving game while your kid's interest will grow in the understanding numbers through this.

2. Graphing Tools

A major portion of errors committed in writing generally involves lining up numbers and words properly. A '3' may be facing east at place and west at the other. Similarly, '1' may be erected diagonally at places or even above other numbers. Proper alignment of the numbers to form up the question is important to understand it better through visualization. Graph papers or other similar assistive tools can serve this purpose pretty well. Allowing to use graph paper instead of regular math notebook paper will help students have clear and organized visuals of the problem. Matrices of boxes in the graph paper constraints the individual numbers, symbols and operators and improves their understanding of how the concept works

3. Math Fact Cards

Memorizing and recalling facts can pose hindrance in the pace of learning concepts of the subject. While this is essential, it shouldn't become a barrier to learning advanced math concepts. Hence, Students with learning disabilities, such as Dyscalculia and Dyslexia, must be allowed to use desk copies of math fact sheets or charts (for example, a multiplication table fact sheet that can be kept on the desk when needed) to help compensate for memory difficulties. This way we could ensure that they share the same opportunity of learning the subject with other students without getting stuck at learning facts curriculum of the class.

4. Text-to-Speech (TTS) & Speech to Text

Text-to-speech & Speech to text is a great tool for students that face reading and writing difficulties. Apps like Smartynote and Evernote widely use this technology as their prime functions. We already discussed the inferior feeling in students on unable to do maths may have overaching effect on other subjects as well. Dyscalculic students dealing with severe symptoms may develop some characteristics of dyslexia as well. Reading issues is one of them. The confidence level may deteriorate. In such cases, tools Text to Speech and Speech to Text can do wonders.

5. Calculator

Use of calculator is usually frowned upon in class but it can seriously benefits in the case of dyscalculia. First it makes them more relax from the thought that they have to do heavy calculations. Calculators are helpful in understanding the concepts faster as students could focus more on steps involved in the concept to arrive at the final answer. The use, however, must be tapered off gradually by encouraging students to do calculations on pen and paper.

6. Abacus

Abacus is a manual aid for calculating that consists of beads or disks that can be moved up and down on a series of sticks or strings within a usually wooden frame. It is consider one of the best way to develop number sense. Numbers are physically constructed and manipulated in Abacus. Practicing 10-15 minutes daily can effectively build your math calculative skills. If you hate to carry, You can use it in an app. Kids can try practicing mathematical basic operations through it. Abacus is proved to be greatly beneficial in building early number sense in kids.

7. Rekenrek aka Arithmetic Rack

Rekenrek is a learning tool designed by Adrian Treffers, a mathematics curriculum researcher at the Freudenthal Institute in Holland, that provides visual perspective of number relations and various mathematical operations, It consists of two rows of 10 beads. Larger versions with ten rows of ten beads are also available. Each row is made of five red beads and five white beads. The setup allows students to prepare a mental image of numbers and use it (5 or 10) as an anchor for counting, adding and subtracting.

Its important to let students get familiar with the concept first by letting them play with it for awhile.

Basic activity with Rekenrek involves asking to show a number (0-10) by moving the beads with one push. For number between 11 to 20 allow only 2 pushes.

Another good activity to perform using Rekenrek is by showing different ways of making a number. For this, use only the top row beads and cover the the bottom row with a folded sheet of card or piece of fabric. Slide red beads to the left and white ones to the right. Take a random between 1 to 9 (say 7). Perform different ways of making 7 like sliding 1 red and 6 white, 4 red and 3 white, 5 red and 2 white beads to the center. Once children are confident using the top row, combinations can be found using both the top and bottom rows. Children can record the different ways they find to build the given number.

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Assistive Tools & Technology for Dyscalculia - Number Dyslexia

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Recently diagnosed with dyscalculia and thinking it might be the end of your academics? Worrying that your dyscalculic kid might have to struggle through simple algebra throughout his/her life? Will you be able to keep track of money spent and saved? Is your dream career even possible being a dyscalculic?Some common questions that will come ...

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Difficulties faced in school by students who have suffered a TBI 

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Difficulties faced in school by students who have suffered a TBI 

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Symptoms and difficulties are highly variable. Examples include: sensitivity to light/noise, headaches, tiredness, slow reactions, difficulty focusing, problems with remembering things and also emotional and behavioural changes.

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Parental involvement is critical when a young person is returning to school after a traumatic brain injury (TBI). Parents have the most knowledge about their child and are deeply invested in their daughter's or son's well-being and future. Often parents become advocates to ensure that all essential supports are in place to enhance their child's successful return to school. Parents may also be a go-between to make sure all the necessary medical information has been provided so the school can design the best plan for the student. If the student is close to exiting school, vocational rehabilitation professionals may also be involved.

How does TBI affect students?

The effects of TBI vary greatly from student to student; no two will be alike.

Sometimes the effects of a brain injury are not obvious at first but become more noticeable later when thinking and social activities increase at school.

Some examples of changes that may occur after a person has sustained a TBI are:

Physical changes: tiredness; lack of interest; headaches; awkward movements; slowed reactions; heightened sensitivity to light or noise.

Cognitive (thinking) changes: forgetfulness; difficulty learning new material; word-finding difficulties; problems with organizing materials; easily distracted.

Emotional changes: unable to deal with minor changes in the environment or daily routine; little or no expressed emotion; depression.

Behavioral changes: irritability; inability to deal with unexpected event.

Planning to return to school

Much of the frustration and confusion related to returning to school can be avoided with proper planning. Rehabilitation professionals should communicate with family members and school personnel to help find the most effective ways to help the student return. This communication may need to be initiated by the student's family.

School personnel should be contacted as soon as possible after the injury to plan for the student's return to school. School personnel can also connect the student with services they need while they are not in school.

School systems are required to have special programs to help students with disabilities return to school. Most schools have trained special educators. However, not all special educators are familiar with the needs of students with brain injuries. On the other hand, not all students with TBI will require special programs.

In some states, a brain injury educational consultant is available through the state's Office of Special Education. This consultant helps special educators in local schools to assess and provide services to students with brain injuries.

Specific laws require schools to provide special services for students with disabilities:

Individuals with Disabilities Education Improvement Act (IDEA) 2004- These laws help ensure that students with disabilities receive a free appropriate education that is designed to meet their unique needs and prepare them for employment and independent living.

Section 504 of the Rehabilitation Act- Some students who are not eligible for special education services under IDEA are eligible for other support at school under Section 504.

American With Disabilities Act- These laws aim to end discrimination against individuals with disabilities throughout society.

For more information about these laws, parents can contact their local Department of Education or other resources listed at the end of this factsheet.

How can schools support students with TBI?

It is important to obtain information about the student's pre-injury cognitive abilities from current or former teachers, and from the student's rehabilitation professionals such as neuropsychologists(psychologists who specializes in brain function), speech pathologists, occupational therapists, physical therapists and social workers.

Educators and family members need to understand the nature and severity of the injury. A neuropsychologist and other rehabilitation professionals can evaluate the student's current strengths and abilities and recommend possible supports both in and out of the classroom. This information can be used to determine what classes the student should be placed in and any changes needed within the classroom.

Often a neuropsychological evaluation is used to answer questions such as:

Can the student do the work needed to advance to the next grade or to participate in specific activities/classes (e.g. music class)?

What are the student's cognitive strengths (e.g., ability to learn, memory for things to be done in the future, ability to plan and carry out events, ability to self-evaluate, initiative to start and finish tasks, and speed of thinking)?

What are the student's social skills (e.g., emotional status, sensitivity, ability to handle stress)?

What are the student's physical abilities, such as strength, balance and endurance?

What are some of the problems the student may face, and what should educators look for?

What classroom strategies can be used to help with attention, concentration, and learning or other areas) for this student?

What are possible classroom placement options?

There are basically four types of classroom placements.

Inclusion Class: The student will be in a regular classroom. In addition to the teacher, a special education teacher will be available to adjust the curriculum to the student's abilities. While this arrangement allows the student to be in class with peers, it may not provide the intensive help some students need.

Resource Room: Students who need intensive help to keep up with grade-level work in a particular subject may be placed in the Resource Room where a special-education teacher works with a small group of students. Resource Room placements have the benefit of providing help where needed while letting the student remain in regular classes most of the time.

Self-Contained Class: Placement in a self-contained classroom means the student is taught in a small controlled setting with a special education teacher. Students in a self-contained class may be working at all different academic levels. The benefit is that the classes offer structure, routine and specialized instruction.

Out-of-District Placement: Out-of-district placement requires the student to attend a specialized school specifically designed to address special learning or behavioral needs. The advantage is the high degree of specialized instruction. The disadvantage is the student does not attend the neighborhood school and misses peer interactions.

Every parent has a different opinion about placement. What is best will depend upon the student's needs.

The following questions may help parents and school staff to think through this important decision.

What type of setting would most likely be the most conducive to learning?

What are the disadvantages of not remaining in the regular classroom (loss of friendships, loss of confidence, etc)?

What structure is needed?

What specialized instructional techniques or technology are needed to enhance learning; where can these be provided without stigmatizing the student?

Does the student need to focus on functional skills to enhance independent living and employment?

Would the student benefit from learning real life or employment skills in setting outside of the classroom?

Does the student plan to attend college?

Parents are advised to get input from others, including their child, teachers, other parents, special education personnel, and members of the rehabilitation team. Once the student is placed it is important to monitor his or her progress so changes can be made as needed.

Challenging behavior in the classroom

Several common triggers can cause or contribute to negative behaviors in the student with TBI.

Students with TBI can become over-stimulated easily (from noisy hallways, crowded classes, too much information too quickly), which may lead to difficulty thinking and emotional distress.

The student with TBI may respond negatively to an unexpected event or a lack of clear structure.

Physical and cognitive activities at school may overwhelm the student to the point of an emotional outburst. Outbursts are more common as the student's level of fatigue increases throughout the day.

Negative feedback and lack of support from teachers and other students, such as ridiculing or putting rigid demands on the student, can also contribute to emotional and behavioral problems.

Ways educators can address challenging behavior

Avoid labeling the student (she hates math or he isn't motivated).

First, talk to the student to find out what is contributing to the student's behavioral flare-ups. Is it emotional (e.g., poor self-esteem, depression), physical (e.g., headaches, fatigue), cognitive (e.g., poor memory, inattention) and/or lack of social skills?

Evaluate the student's environment to determine what events may trigger behavioral problems. Also observe how the student interprets these events. The interaction of the events and the student's interpretation of the events may help in identifying the patterns of behavioral problems.

Behavior that is counterproductive in school does not just emerge. It follows a pattern, which may be complex but is, nevertheless, a pattern. The educator's task is to detect and understand the pattern through discussions with the student, family and teachers, and observation in the classroom. Based on this understanding, changes can be made that minimize triggers of inappropriate behavior and support the student's learning.

Resources for Further Information

National Dissemination Center for Children with Disabilities. www.nichcy.org

National Association of Special Education Teachers. www.naset.org/traumaticbraininj2.0.html

Virginia Commonwealth University Rehabilitation and Research Training Center (VCURRTC) on Workplace Supports and Job Retention. www.worksupport.com

National Longitudinal Transition Study 2. www.nlts2.org/index.html

Pacer Center. www.pacer.org

The National Center on Secondary Education and Transition. www.ncset.org

Reference

Keyser-Marcus, L., Briel, L., Sherron-Targett, P., Yasuda, S., Johnson, S., Wehman, P. (2002). Enhancing the Schooling of Students with Traumatic Brain Injury. Teaching Exceptional Children, v34 n4 p 62-67.

Authorship

Returning to School after TBI was developed by Paul Wehman, PhD, and Pam Targett, M. Ed., in collaboration with the Model Systems Knowledge Translation Center. Portions of this document were adapted from materials developed by Baylor Institute for Rehabilitation and Mayo Clinic TBI Model System.

Source: Our health information content is based on research evidence whenever available and represents the consensus of expert opinion of the TBI Model System directors.

Disclaimer: This information is not meant to replace the advice from a medical professional. You should consult your health care provider regarding specific medical concerns or treatment.

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Returning to School After Traumatic Brain Injury

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Parental involvement is critical when a young person is returning to school after a traumatic brain injury (TBI). Parents have the most knowledge about their child and are deeply invested in their daughter's or son's well-being and future. Often parents become advocates to ensure that all essential supports are in place to enhance their child's successful return to school.

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It is a type of brain injury which usually occurs when the head suddenly and violently makes contact with an object, or the skull is pierced and an object makes contact with brain tissue. All TBIs are serious, and many can be life threatening.

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Traumatic Brain Injury | National Institute of Neurological Disorders and Stroke

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Traumatic brain injury (TBI), a form of acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. Symptoms of a TBI can be mild, moderate, or severe,…

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External devices that can compensate for memory deficits e.g. timers, alarms, post-it notes.

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Classroom Interventions for Students with Traumatic Brain Injuries | BrainLine

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There is a lot to know about helping children with TBI successfully return to the classroom.

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A student's experience in school after TBI

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A student's experience in school after TBI

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Michael Wight and Elementary School After TBI

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Due to difficulties with information processing, ensure you have the child's attention before giving them information. A cuing system can be used for this - some kind of specific signal or indicator that the child can understand.

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What Schools Need to Know About Children with Brain Injury