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Assistive Technology for SLD literacy and written language

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Assistive Technology for SLD literacy and written language

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-Laptops/tablets; can help people who struggle with handwriting and spelling.

-Dictation (speech to text); this allows an individual to write by using their voice. As you speak the words will appear on the screen.

-Audio recordings; will let an individual record their voice instead of writing or typing.  I have offered this as an option in the past for students to answer homework questions with an audio recording.

-Graphic organizers; these use more pictures/images instead of words and can help break down ideas into small parts. Graphic organizers can help change the homework/assignment process for student with SLDs. Graphic organizers can also be used as a brainstorming tool.

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-Audio books; if a student has problems sitting still and reading a book.  The student is able to move around and listen to an audio book being read to him/her.

-Text to speech; this allows the student to listen to text read aloud.  The child may also be able to speed up or slow down the speed in which the text is read.  Some text to speech programs also highlight the word the audio is saying; which allows the student to follow along, and helps with decoding.

- Speech recognition software; this allows the student to speak into their electronic device and their words show up on the screen.  This can help save students time if they are struggling to write by hand.

-Timer; helps students with chunking/breaks.

-Reminder devices.

-Gonoodle; is a website that provides students/teachers with videos to help with brain breaks, classroom movements, and mindfulness.  This can be helpful when a student with ADHD needs a mental reset.

Gonoodle

Something to think about for students who have ADHD. It is important to monitor if technology is helping or hindering them. There are some features about technology that can be distracting. These features can be distracting to anyone, especially those with ADHD. For example, there is a student in my class that has ADHD but if she has too many tabs open on her computer, it can be distracting and she tends to get lost when navigating between the tabs. So it is important to monitor these technologies to make sure they are having a positive affect on the students.

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Get Your Kids Moving & Practicing Mindfulness with GoNoodle®. Start Watching Now & Get Access to Hundreds of Videos! Active Learning. Healthy Kids. Active Kids. Boost Learning.

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-Breaks during testing/between tests
-Small group setting
-Visual aids
-Allow student to use notes on test
-Provide student with fill in the blank notes
-Material read; via audio script, audio cassette/CD, snap and read
-Extended time
-Preferential seating
-Quiet place to work, free of distractions

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Classroom Accommodations for SLD in literacy and written language

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Classroom Accommodations for SLD in literacy and written language

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- Small group testing
-Extended time
-Printed/hard copies of materials
-Reader for tests
-Provided notes
-Shortened Assignments
-Modified tests
-Tests should not have essay questions
-Limit the writing during video notes

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Hannah Taylor's Mind Map (Linked: ADHD & UDL ASD strategies)

Minchan Kim's Mind Map (Linked: other health impairment - ADHD & SLD strategies)

Ben Slater FDR Elementary School Student Support Process

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When providing a student with comorbidities appropriate accommodations, you have to think about of the disabilities individually.  Then apply appropriate accommodations for each one.
For example, 30% of learning disabled children have behavioral or emotional problems.  There is also a correlation between low performance and anxiety.  So it makes sense for an individual with an SLD in literacy and written language to also develop anxiety or a behavioral disability.
If student A (student with SLD in literacy and written language also has ADHD) were to be in my classroom I would want to provide that student with appropriate accommodations for both their disabilities, and sometimes these accommodations can go hand in hand.

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Intellectual disability-blindness
SLD-OHI
Intellectual disability-orthopedic impairment
ODD-SLD
ODD-OHI

Many more....

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Multiple disabilities is when an individual has two or more disabilities that accompany one another.  This is also known as comorbidities.  The combination is so severe that the individual cannot be accommodated in special education programs for only one disability.
Multiple disabilities does NOT include deaf-blindness.

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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 (proper posture development for Orthopedic Impairment)

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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

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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)

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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.)

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Due to the variety of conditions and their severity, beneficial assistive technologies will vary on a case by case basis. Applicable solutions must address a students barrier to accessing the educational curriculum. For students with orthopedic impairments, these fall into two main categories: devices to access information & devices for positioning and mobility.

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Foundations of Special Educations

NCEO Brief: Special Education Students and ELLs

Youtube: Orthopedic Impairments

Project IDEAL: Orthopedic Impairments

Osterreich, L. (2002): Children with Disabilities or Special Needs

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Teaching Strategies for students with ID

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Teaching Strategies for students with ID

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Context
Inclusion - in general education. IDEA does NOT permit student removal from education in age-appropriate classrooms solely because she/he needs modifications in general ed curriculum.

Supplementary aids and services - supports that may include instruction, personnel, equipment, or other accommodations that enable children with disabilities to be educated with non-disabled children.

Quiet workspace - space only for studying
Functional Activities - Teach practical things e.g. boil an egg - find way to friend's house.
Repetition of Concepts over the day - Cater for needs to learn in different ways (Universal Design)
Teacher-Student Ratio - ideally 1 teacher per 3 children with ID
Hands-on Learning - using all senses to learn
Schedule - short activity times + alternate between physical and sitting activities.
Go step-by-step - Break longer new tasks into small steps. Demonstrate. Give multiple opportunities for student to practice.
Immediate feedback - helps students make connections between answers/behaviours/questions and info being presented.
Help students learn life skills - personal hygiene, manners, getting along with others, money management, skills for workplace
Address social aspects of school - 0 tolerance on bullying, support inclusion in class and throughout school, support social interaction with peers.
Further resources
do2learn
Intervention Central General Academic
Intervention Central Math
(manager, 2018)

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Orthopedic impairments contain a wide variety of disorders which can be divided into three main areas: neurological impairments, musculoskeletal disorders, and congenital malformations.

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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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Orthopedic Impairments in all their forms per the IDEA act's definition were reported to be 0.1% of the population aged between 6 to 21 in 2015. Therefore they are categorized as low incidence disabilities.

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https://www.youtube.com/watch?v=YX6blGuvk9A

https://www.youtube.com/watch?v=BURbLmQL1BE

https://www.ted.com/talks/edie_cusack_college_possible_for_students_with_intellectual_disabilities

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Learning Disabilities are a Social Construct | Trudy Poux | TEDxDeerfield

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The UN defines Assistive Technology (AT) as 'Any external products (including devices, equipment, instruments or software) that maintain or improve an individual's functioning or independence, and thereby promote their well being' (Boot et al., 2018)

TechMatrix.org - database of ed-tech tools + resources to support students with disabilities.

iREAD - Grade k-2 - reading assistance
SaxonPhonicsandSpelling - provides targeted foundational skill instruction + multisensory classroom kits to keep students engaged.
Waggle - maths + English language arts skills
System 44 - Grades 3-12 - ensure students master 44 sounds + 26 letters of English to become fluent readers.
Read 180 - K4-12 - blended learning solution - reading - emphasis on executive function
Rigby + Hero Academy - Pre K - 5 - guided reading / comprehension / project/based activities
Do the Math - K1-5 - learn foundations of math computation/number-sense/problem solving
MAth180 - K5-12 - assesses and teaches to the needs and strengths of each student
(HMH, 2021)

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Provide an online copy of the learning material. Send it electronically to the student before the lesson or transfer it to a USB. In this way, they may be able to use assistive tools to access the information.

Allow students to audio-record lectures.

Allow for preferential seating, either to facilitate better listening or to allow for proximity to an electrical outlet.

Assistive Listening Devices (ALDs) a small microphone device worn by the instructor/teacher during the lesson. An auxiliary may be used as well for small group activities.

Interpreters: who will serve as bridge to help the student understand what is happening. The interpreter may use oral or sign language depending on the student’s condition.

Notetakers: provide a written, Brailled or taped secondary source during and after the lesson.

Tutors: guide and support the student. The tutor may also need a interpreter.

Readers: For those who have a limited vision but usable hearing. Reader will help the student access to textbooks and other materials.

Displayed resources & classroom illumination: provide large print and/or Braille Materials as well as Taped Textbooks. Also, ensure to have classrooms well illuminated and reduced glare to avoid discomfort.

Small group discussions:  establish communication rules such as taking turns, identifying themselves before speaking to allow who is deaf-blind to follow and participate in the activity. An interpreter or Assistive Listening Device may be required as well.

Exams or Assessments: allow the student to take oral tests with the option of having an interpreter or an ADL, extend the test-taking time, allocate the student in a place good lighting. Other accommodations such as notetaker, proctor, computer-typed answers, Braille-typed answers, writing guides and templates may also be considered.

Teaching style: the instructor may want to avoid walking around the classroom during the lecture or talk while writing on the board or doing anything that may affect the clarity of their voice. Also, the speed of the lecture should also be considered so the interpreter can keep up with the message delivered.

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Interacting one-on-one with a student with deaf-blindness. 

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Interacting one-on-one with a student with deaf-blindness. 

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Find the best way to communicate with your students. It is key to be patient, respectful and willing to find the best ways to address your students’ needs.

Identify yourself and speak clearly when approaching a deaf-blind person.

Ask for permission before making any physical contact with the person unless it is an emergency.

If the person has a service animal, this should not be distracted as they are working.

Ask “Can I help” in case you are unsure of how to help the student.

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Alerting devices: It transforms an audio alert into a visual or physical alert such as flashing lights, a loud tone, or vibrations.

Telecommunications: amplified telephones such as TDD (teleprinter), are available for deaf or hard of hearing people which provides a typed/visual signal of the telephone conversation.

Enhanced listening: someone’s hearing aid or cochlear implant can be connected directly to an audio feed through an assistive listening device (ALDs). This device helps to amplify the target sound which helps especially when there is a lot of background noise.

Visual communication: captions and transcripts provide audio information in a visual format.

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Assistive Technology for Visual Disabilities 

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Assistive Technology for Visual Disabilities 

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Screen reader: It is a program that provides a text to speech translation by analyzing the website outline and content. The playback speed can be set by the user and voice commands can be used to skip heading to heading and do other important tasks.

Braille displays: it is a devise that translates digital text inti braille dots.

Dictation: it is a verbal recognition software that enables users to navigate, interact and type just by using their voice.

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Foley, E. (n.d.). Understanding Assistive Technology: How Do Deaf-Blind People Use Technology? Level Access. Retrieved September 1, 2021, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/

Council of Ontario Universities. (n.d.). Teaching Students with Deaf-Blindness. Retrieved September 2, 2021, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/

NETAC Teacher Tipsheet. (n.d.). Considerations When Teaching Students Who are Deaf-Blind. NETAC. Retrieved September 2, 2021, from https://webapps.ou.edu/ods/cds/MADTools/print/pdf/tpshtdb.pdf

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It is the combination of hearing and vision loss that affects a person’s ability to communicate, get around or access information.

The majority of deaf-blind people are not completely deaf or blind, they have a reduced amount of hearing or vision that will cause significant difficulties in their daily basis.

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1. Allow additional time to complete tests.

2. Provide for completion of tests in a quiet, individual environment with the goal of minimizing distractions.

3. Administer long examinations in a series of shorter segments with breaks allowed between sections.

4. Allow oral examinations and assist student in having responses scribed, as needed.

5. Assess knowledge using multiple-choice instead of open-ended questions.

6. Allow student to clarify and explain responses on exams (and assignments).

7. Permit student to keep a sheet with mathematic formulas for reference, unless memorizing the formulas is required.

8. Permit student’s use of a calculator.

9. Permit the student to utilize a dictionary and thesaurus in writing test responses.

10. If two exams are scheduled on the same day, allow student to reschedule one for another day.

https://www.brainline.org/article/accommodations-guide-students-brain-injury

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1. Allow additional time to complete in-class assignments

2. Allow for extra or extended breaks

3. Provide student with instructor’s notes or help student obtain quality notes from other students

4. Allow student to audio record lectures for later playback

5. Provide both oral and written instructions; clarify instructions

6. For lectures, provide student with an outline or study guide when available

7. Allow use of a portable computer with spelling and grammar checks for assignments and note-taking

8. In grading work, reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment

9. Permit referencing a dictionary or thesaurus for assignments

10. Provide preferential seating at or near the front of the classroom

11. Reduce quantity of work required, in favor of quality.

12. Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)

13. Exempt student from reading aloud in front of classmates because of impaired reading skills.

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*Some Possible* In School Accommodations for Students with TBI

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*Some Possible* In School Accommodations for Students with TBI

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These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

crutches

wheelchairs

specialized beds

specialized chairs, desks, and tables

http://www.projectidealonline.org/v/traumatic-brain-injury/

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

speech recognition software

screen reading software

tinted overlays for reading (this may help with visual processing)

academic software packages for students with disabilities

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These assistive technology devices focus on helping the student with memory and organization difficulties. This includes a wide range of devices:

calendar boards

schedule organizers

voice organizers

medication reminders

Smartphones

specialized watches

PDA devices (www.biausa.org/Pages/AT/general.php)

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Due to the various levels of traumatic brain injury, multiple types of assistive technology may be used. As with any student with disability, the assistive technology would need to address student accessibility to the educational curriculum. For students with TBI, assistive technology falls into three categories:

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Traumatic brain injury (TBI) occurs when a sudden injury causes damage to your brain. A "closed head injury" may cause brain damage if something hits your head hard but doesn't break through your skull. A "penetrating head injury" occurs when an object breaks through your skull and enters your brain.

Symptoms that may occur after TBI may include:

Headaches

Dizziness

Confusion

Convulsions

Loss of coordination

Slurred speech

Poor concentration

Memory problems

Personality changes

According to the CDC, the leading cause of TBI is falls, particularly for young children and adults over 65. Other common causes of TBI include accidental blunt force trauma, motor vehicle accidents, and violent assaults.
If you have had a TBI, rehabilitation (or rehab) will be an important part of your recovery. Rehab can take many forms depending on your needs, and might include physical, occupational, and speech therapy, as well as psychiatric care and social support. All of these are designed to help you recover from the effects of your injury as much as possible.

Why might I need rehab after traumatic brain injury?

Rehab may help:

Improve your ability to function at home and in your community

Help treat the mental and physical problems caused by TBI

Provide social and emotional support

Help you adapt to changes as they occur during your recovery

Rehab can also help prevent complications of TBI such as:

What are the risks of rehab after traumatic brain injury?

Rehab after a TBI is not likely to cause problems. But there is always a risk that parts of treatment such as physical or occupational therapy might lead to new injuries or make existing symptoms or injuries worse if not done properly.

That's why it is important to work closely with your rehab specialist who will take steps to help prevent problems. But they may still happen. Be sure to discuss any concerns with your healthcare provider before rehab.

How do I get ready for rehab after traumatic brain injury?

Before you can start rehab, you must get care and treatment for the early effects of TBI. This might include:

Emergency treatment for head and any other injuries

Intensive care treatment

Surgery to repair brain or skull injuries

Recovery in the hospital

Transfer to a rehabilitation hospital

What happens during rehab after traumatic brain injury?

Every person's needs and abilities after TBI are different. You will have a rehab program designed especially for you. Your program is likely to involve many types of healthcare providers. It's important to have one central person you can talk to. This person is often called your case coordinator.

Over time, your program will likely change as your needs and abilities change.

Rehab can take place in various settings. You, your case coordinator, and your family should pick the setting that works best for you. Possible settings include:

Your individual program may include any or all of these treatments:

You have many options for rehab therapy, and the type of rehab therapy that you need will be determined by your care team. Your care team will assess your needs and abilities. This assessment may include:

What happens after rehab for traumatic brain injury?

How long your rehab lasts and how much follow-up care you will need afterwards depends on how severe your brain damage was and how well you respond to therapy. Some people may be able to return to the same level of ability they had before TBI. Others need lifetime care.

Some long-term effects of TBI can show up years later. You may be at higher risk long-term for problems such as Parkinson disease, Alzheimer disease, and other forms of dementia.

After rehab you may be given these instructions:

Symptoms and signs that you should call your healthcare provider about

Symptoms and signs that are to be expected

Advice on safety and self-care

Advice on alcohol and drug use

Community support resources available to you

Your primary care provider should be given all the records and recommendations from your therapy team to help ensure that you continue to get the right care.

Next steps

Before you agree to the test or the procedure make sure you know:

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Rehabilitation After Traumatic Brain Injury

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Traumatic brain injury (TBI) occurs when a sudden injury causes damage to your brain. A "closed head injury" may cause brain damage if something hits your head hard but doesn't break through your skull. A "penetrating head injury" occurs when an object breaks through your skull and enters your brain.

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Traumatic brain injury-Traumatic brain injury - Symptoms & causes - Mayo Clinic

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If a head injury causes a mild traumatic brain injury, long-term problems are rare. But a severe injury can mean significant problems.

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A brief overview of low Incidence Disabilities

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Centers for Disease Control and Prevention. CDC twenty four seven. Saving Lives, Protecting People

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3 areas:
Conceptual - language, reading, writing, math, reasoning, knowledge, memory
Social - empathy, social judgement, communication skills, ability to follow rules + make and keep friendships
Practical - independence in life - personal care, job responsibilities, managing money, recreation, organising school/work tasks

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Assessed with an exam by a doctor
+
Standardized testing
IQ score of 70-75 indicates a significant limitation in intellectual functioning.
However, IQ score must be interpreted in context of individual's difficulties in general mental abilities.

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Of those affected, about 85% have mild ID.

Males are more likely than females to be diagnosed with ID.

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What is it?
ID involves problems with general mental abilities that affect functioning in 2 areas:
- Intellectual (learning, problem-solving, judgment)
- Adaptive (activities of daily life ie communication and independent living)
(Parekh, 2017)

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A Look at Specific Emotional Disturbances

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A Look at Specific Emotional Disturbances

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Anxiety Disorders

We all experience anxiety from time to time, but anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming for many people, including children. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

The term “anxiety disorder” broadly covers several different disabilities that share the core symptom of irrational fear. These include such different disorders as generalized anxiety disorder, panic disorder, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias.
Bipolar Disorder
Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly “high” and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood.

For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment.
Conduct Disorder
Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way.   This may include some of the following behaviors:
aggression to people and animals;
destruction of property;
deceitfulness, lying, or stealing; or
truancy or other serious violations of rules. (15)
Treatment will depend on the child’s symptoms, age, and general health. It will also depend on how severe the condition is. Treatment may include:

helping the child learn how to better solve problems, communicate, and handle stress, as well as how to control impulses and anger (what’s known as cognitive-behavioral therapy);
family therapy;
peer group therapy (to help better social and interpersonal skills); and
medications (although these are not typically used to treat conduct disorder).
Eating Disorders
Extremes in eating behavior characterize eating disorders—either too much or too little—or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder.

Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening.

Binge eating is also considered an eating disorder. It’s characterized by eating excessive amounts of food while feeling unable to control how much or what is eaten. Unlike bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives.
Obsessive-Compulsive Disorder

Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away.  However, performing these so-called “rituals” provides only temporary relief, and not performing them markedly increases anxiety.

A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. Treatment for most people with OCD should include one or more of the following:

a therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant

Psychotic Disorders
“Psychotic disorders” is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. (24) There are others as well.

Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling)

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Characteristics

As is evident in IDEA’s definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person’s physical, social, or cognitive skills may also be affected.

Mental illnesses are medical conditions that disrupt a person’s thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life.

Some of the characteristics and behaviors seen in children who have an emotional disturbance include:

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.

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Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

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

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

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

The term “emotional disturbance” includes schizophrenia. It does not apply to students who are socially maladjusted unless it is determined that they have an emotional disturbance.
Types of emotional disturbance:

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

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Farhana

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Classroom accommodations will be quite varied and should be individualized according to the specific needs of the student.
One thing to always consider is that it is often difficult for these students to become as fully independent as they are capable of being. The classroom teacher should encourage independence as often as possible to avoid the trap of “learned helplessness.” Encourage the student to move independently through the classroom, and organize your classroom accordingly. Materials, desks, and other objects in the classroom should be maintained in consistent locations. Ensuring that cabinets are fully closed, chairs pushed in, and doors are not left half ajar will help with safety in navigating the classroom. Part of becoming independent for students with a visual impairment is learning when to advocate for assistance. Not all instructional tasks will be immediately possible for a student with a visual impairment, even with accommodations. The key is to design our instruction so that the student has the most opportunity to act independently. The student’s orientation and mobility specialist and teacher of students with visual impairments can assist with room arrangements and room familiarization.Adapting the classroom to accommodate a student with a visual impairment is a relatively easy task—it just requires an awareness of the student’s level of visual functioning (how the student sees) and how the student works and learns. For example, for the student with low vision, make sure that he is near the front of the room where he can see the blackboard. Control lighting variables when presenting learning materials to those students who are sensitive to light and glare. Use verbal cues with those students who cannot see body movements or physical cues. A trained teacher of students' visual impairments can help teachers make a few simple changes to classroom design that may mean all the difference in the education of the student with a visual impairment.

One key accommodation that is absolutely essential is access to textbooks and instructional materials in the appropriate media and at the same time as their sighted peers. For students who are blind, this may mean braille and/or recorded media. For the student with low vision, this may mean large print text or the use of optical devices to access text and/or recorded media while in class. Working closely with a student’s teacher of students with visual impairments in advance helps ensure accessible materials and the availability of these materials in a timely manner.

Referenceshttp://www.projectidealonline.org/v/visual-impairments/

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Characteristics or signs of visual impairment with blindness:

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Characteristics or signs of visual impairment with blindness:

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1. Appears "clumsy," especially in a new situation
2. Holds head in an awkward position to look at something or holds a
book or other objects in a peculiar position to look at them
3. "Tunes out" when information is on the chalkboard or in a book that the student cannot read
4. Constantly asks a neighbor to tell him/her what is going on
5. Shows signs of fatigue or inattentiveness
6. Exhibits poor self-concept and ego development
7. Less effective use of gesture and bodily action
8. Uses less lip movement in the articulation of sounds
9.  Rubs eyes excessively
10. Shuts or covers one eye, tilts head or thrusts head forward
11 . Has difficulty in reading or in other work requiring close use of the eyes
12. Blinks more than usual or is irritable when doing close work
13. Holds books close to eyes
14. Is unable to see distant things clearly
15. Squints eyelids together or frowns.
16. Crossed eyes
17. Inflamed or watery eyes
18. Recurring styes
19. Eyes itch, burn or feel scratchy
20. Cannot see well
21. Dizziness, headaches, or nausea following close eye work
22. Blurred or double vision

Referenceshttps://arksped.k12.ar.us/rules_regs_08/3.%20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20GUIDELINES%20FOR%20CHILDREN/PART%20I%20ELIGIBIL

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What is visual impairment including blindness:

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What is visual impairment including blindness:

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"Visual impairment including blindness" means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. This impairment refers to abnormality of the eyes, the optic nerve or the visual center for the brain resulting in decreased visual acuity.
Students with visual impairments are identified as those with a corrected visual acuity of 20/70 or less in the better eye or field restriction of less that 20 degrees at its widest point or identified as cortically visually impaired and functioning at the definition of legal blindness.

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Visual impairment including blindness ( Low incident)

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Visual impairment including blindness ( Low incident)

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Farhana

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Assistive technologies for visual impairment including blindness:

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Assistive technologies for visual impairment including blindness:

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Assistive Technology
In order to access print information, students with visual impairments must be trained in the use of a number of adaptive devices, methods, and equipment that are collectively referred to as assistive technology. Some of this technology allows access to information presented on a computer while others are devices to be used independently. Computer hardware and software are continuously advancing, allowing for more access to information than ever before. Some examples:

Computer adaptations:

Braille translation software and equipment: converts print into braille and braille into print.
Braille printer: connects to a computer and embosses braille on paper.
Screen reader: converts text on a computer screen to audible speech.
Screen enlargement software: increases the size of text and images on a computer screen.
Refreshable Bbraille display: converts text on computer to braille by an output device connected to the computer.
Adaptive devices:

Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy.
Optical character reader: converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software.
Electronic braillewriter: produces braille, translates braille into text or synthetic speech.
Talking calculators: calculates with voice output.
Optical devices:

Closed Circuit Television (CCTV): enlarges an image to a larger size and projects it on a screen
Magnifiers: enlarges images
Telescopes: used to view distant objects
A specially trained teacher of students with visual impairments can help supply many of these devices and can provide training for the student to become independent and proficient in using assistive technology.

References:http://www.projectidealonline.org/v/visual-impairments/

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MATH: Remedial Software: The Number Race

MATH Talk Scientific Notebook 5.5 Converts speech into math and solves

Math Kit (Hands-on and CD tools)

Fast Math: Basic Math Facts: Add, btract, Multiply, Divide

Math Edit (Creates Math on E-paper)

Math Mysteries: Fractions

MathPad for PC/MAC

References-https://numberdyslexia.com/assistive-tools-technology-for-dyscalculia/

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Review what the student already learned before teaching new skills.

Teach students to “self-talk” through solving problems.

Let the student write out charts or draw sketches to solve problems.

Use graph paper to help line up numbers and problems.

Give the student a list of the math formulas taught in the class.

Use like coins, blocks, and puzzles to teach math ideas.

Use attention-getting phrases like, “This is important to know because….”

Use concrete examples that connect math to real life.

Check in frequently to make sure the student understands the work.

Use graphic organizers to organize information or help break down math problems into steps.

Create separate worksheets for word problems and number problems.

Highlight or circle key words and numbers on word problems.

Allow extra time on tests.

Give step-by-step instructions and have the student repeat them.

Provide charts of math facts or multiplication tables.

Use visual aids or manipulatives when solving problems.

Let the student use a calculator when computation isn’t what’s being assessed

Give a rubric that describes the elements of an assignment.

Use an extra piece of paper to cover up most of what’s on a math sheet or test to make it easier to focus on one problem at a time.

Give more space to write problems and solutions.

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Dance Mat.

Punctuation – End Marks and Grammaropolis

Pixton

SimpleMind

Dragon NaturallySpeaking

Video Editing Software

Typing Instructor for Kids Platinum

Khan Academy.

SnapType

These tools help students and adults shape letters correctly, learn grammar rules, create comics online, organize thoughts and ideas before writing, film presentations instead of writing, and learn typing.

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Provide pencil grips or different types of pens or pencils to see what works best for the student.

Provide handouts so there’s less to copy from the board.

Provide typed copies of classroom notes or lesson outlines to help the student take notes.

Provide extra time to take notes and copy material.

Allow the student to use an audio recorder or a laptop in class.

Provide paper with different-colored or raised lines to help form letters in the right space.

Provide graph paper (or lined paper to be used sideways) to help line up math problems.Provide paper assignments with name, date, title, etc., already filled in.

Provide information needed to start writing assignments early.

Help the student break writing assignments into steps .

Provide a rubric and explain how each step is graded.

Give examples of finished assignments.

Offer alternatives to written responses, like giving an oral report

Grade based on what the student knows, not on handwriting or spelling.

Use a scribe or speech-to-text so the student can dictate test answers and writing assignments.

Let the student choose to either print or use cursive for handwritten responses.

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communication disorders (speech and language impairments)

specific learning disabilities (including attention deficit hyperactivity disorder [ADHD])

mild/moderate mental retardation

emotional or behavioral disorders

cognitive impairment

certain spectrums of autism

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These reflect in students that make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

often hard to distinguish from students without disabilities, especially in non-school settings

often display a combination of academic, behavioral and social problems

can meet same standards as students without disabilities when highly structured interventions are put into place

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blindness

low vision

deafness

hard-of-hearing

deaf-blindness

significant developmental delay

complex health issues

serious physical impairment

multiple disability

certain spectrums of autism

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These reflect in students that make up 20% of all students with disabilities. Friend and Bursuck (2012) say students with low-incidence disabilities:

have received some type of special education service since birth

need the same attention as students without disabilities

includes students with moderate to severe intellectual disabilities (IQ < 50)

may have a developmental delay

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Captioning is the text of the audio portion of a video or film displayed directly on the video or film. This may include not only the words, but the sounds that are important to understand and the source of the sound.  Communication Access Realtime Translation is verbatim text of spoken presentations provided for live events.  CART could be provided in the classroom, at meetings, workshops and other presentations including live theater – anywhere that someone with a hearing loss needs to hear in a group setting. Understanding speech may require using more than one technology; sometimes people with hearing loss need CART in addition to an assistive listening system. The text can be projected onto a screen, displayed on a computer monitor or laptop, or transmitted via the internet.

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Radio Frequency Assistive Listening Systems, transmit wireless, low power FM frequency radio transmission from a sound system to FM receivers. An advantage of this system over an infrared system: FM is not affected by direct sunlight. Everyone using the system needs a receiver and either a headphone or a neck loop. For those who have telecoil-equipped hearing aids and cochlear implants, neck loops eliminate the need for headphones.

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Also known as Induction Loops or Audio Frequency Induction Loop Systems (AFILS), consist of a copper wire placed within a room, theater, or counter which is connected via a special loop “driver” to a public address or sound system. An electromagnetic field is created that connects to a telecoil in hearing aids, cochlear implants, or telecoil receivers. Loops are the most user-friendly of assistive listening options. Hearing loops are simple, discreet, and effective. Users simply switch their devices to the telecoil program and automatically receive clear, customized sound directly to their ears.

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A transmitter sends speech or music from a public address or sound system to an IR receiver using invisible infrared light waves. Everyone using the IR system needs a receiver and either a headphone or a neck loop. For those who have telecoil-equipped hearing aids and cochlear implants, neck loops eliminate the need for headphones.

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Telecoils expand the usefulness of hearing aids and cochlear implants, especially in environments where it is typically challenging to hear clearly.

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Deafness and Hearing Loss

Types of hearing impairment

Understood.org

Hearing Loss Association of America

Illinois Library

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A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.

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A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear.

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Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves that supply it. These hearing losses can range from mild to profound. They often affect the person’s ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible.

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Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically.

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by David Templeton

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1. ADHD in the classroom | CDC. (2020, September 3). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/school-success.html

2. Centers for Disease Control and Prevention. (2021, January 26). What is ADHD? Centers for Disease Control and Prevention.

3. Centers for Disease Control and Prevention. (2020, September 3). ADHD Throughout the Years. Centers for Disease Control and Prevention.

4. DCCI. (2021, January 25). 10 best assistive technologies for ADD/ADHD. Disability Credit Canada | Disability Tax Credit & CPP Disability Services. https://disabilitycreditcanada.com/10-best-assistive-technologies-add-adhd/

5. Low and high incidence disabilities. (n.d.). Assistive Technology Resource GENIE. https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html

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High-Incidence Disabilities And How Assistive Technology Can Help Video

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High-Incidence Disabilities And How Assistive Technology Can Help Video

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High Incidence Disabilities and Assistive Technology

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10 Best Assistive Technologies for ADD/ADHD

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10 Best Assistive Technologies for ADD/ADHD

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DropTask

Wunderlist

MindX

Learning Ally

Ghotit Real Writer and Reader

Notability

Isolator

Time Timer

Wizcom Tech Pen

wordQ

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Disability Credit Canada | Disability Tax Credit & CPP Disability Services

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Assistive technologies are a helpful tool that allows individuals to work on tasks in an effective manner. It doesn't require individuals to take the help of others in order to work effectively. Similarly, these assistive technologies also help those that are suffering from disabilities. It can help them in various ways such as walking, eating, writing, reading, sleeping, hearing etc. Just like this, individuals suffering from ADD/ADHD can make use of these assistive technologies in order to carry out their tasks and that to according to their will. This article will discuss some of the assistive technologies that are available today for individuals suffering from ADD/ADHD.

Table of Contents

What really is ADD/ADHD?

Attention Deficit Disorder (ADD) / Attention Deficit Hyperactivity Disorder (ADHD) are a disability that usually occurs in children or teens but can also continue into adulthood. It is recognized as a mental disorder of children where the children can or maybe be hyperactive and unable to control themselves or their behavior. Some of the symptoms of ADD/ADHD include getting easily distracted, not able to finish tasks on time or not following the instructions, not listening, not paying attention, forgetting about daily tasks, having problems organizing or managing stuff etc.

Download free Parenting Tips for children with ADHD infographic

How Can Assistive Technologies Help?

Assistive Technologies can help individuals in a variety of ways, especially those that are suffering from some kind of disabilities. Assistive technology can help individuals suffering from ADD/ADHD live their lives more effectively than they were to live without it. For example, it can help them read, write, walk, listen, read, see, cook etc. Assistive technologies have proved to be beneficial for any individual, irrespective of them suffering from a disability or not.

Get upto $40,000 in Disability Tax credit get a free Assessment for your child

10 Best Assistive Technologies for ADD/ADHD

Droptask

Droptask is an assistive technology that helps individuals get their things done. If individuals suffering from ADD/ADHD are having a hard time to get their things done, than they can use Droptask to help them out. Some key features of Droptask would be mapping out each project cycle using Kanban style boards to showcase different stages of the projects, a built-in calendar to manage schedule and plan for upcoming work, uploading file, setting reminders and send in messages in one space, connecting with other assistive technologies such as Google Drive, Gmail, Evernote, Dropbox etc. This assistive technology is perfect for students, teachers, office workers, construction workers that suffer from ADD/ADHD to get their things done faster and in a reliable way.

Wunderlist

Wunderlist is a assistive technology that is built to help its users work more productively. Wunderlist allows its users to make a to-do list of all personal or proffesonal stuff whether its planning a holiday, shopping list or work projects. This type of assistive technology is best for those suffering from ADD/ADHD as they tend to forget stuff or have a hard time remembering them. Some of the key features of Wunderlist is that it allows its users to plan for anything, allows them to set due dates, reminders and assign to-do lists, allows them to collaborate with other individuals by sharing the list and working collaboratively and access from anywhere on any device. Moreover, this assistive technology can help students and office workers track their work or others work on various projects and assignment.

XMind

XMind is friendly software that makes it easier for its users to be more productive. Individuals suffering from ADD/ADHD, particularly students and office workers can use it to get their work done easily. Some of the key features of Xmind are mind mapping, creating business charts, brainstorming, presentation mode that allows users to view and present their ideas, slide-based presentation, gantt view, fresher workspace UI, clip art and much more. This assistive technology can help get work done faster and in a more productive way.

Download free Myths & Facts about ADHD in Children infographic

Learning Ally

Learning Ally is a technology that is designed for individuals that are facing difficulties while reading. This is a perfect technology for those individuals suffering from ADD/ADHD as it allows them to read effectively. Learning Ally is an assistive technology that is designed for students and other individuals that learn through listening. Students suffering from ADD/ADHD can use this technology to complete their homework or assignments, while adults can use it for work purposes. Some of Learning Ally's key features is customize audio speed, text size, word highlighting, bookmarking notes, jumping to different pages or chapters and much more. Its highly recommended for students suffering from ADD/ADHD.

Ghotit Real Writer and Reader

Ghotit Real Writer and Reader is an assistive technology that is available on windows that can help individuals suffering from ADD/ADHD. Ggotit Real Writer and Reader enables itself to integrate itself with other familiar Windows applications such as Chrome, Microsoft Office, Firefox etc. Furthermore, this assistive technology is able to be used as a standalone text editor. This means that individuals can use it to edit their texts. Some of the key features of Ghotit Real Writer and Reader are a contextual spell checker, severe spelling correction, misused or confused word correction, grammar checker, self-algorithms, word prediction, and much more. This type of assistive technology is best for students that suffer from ADD/ADHD as they find themselves in a position where they may or may not need help with their assignments, projects, presentations etc.

Notability

Notability is an assistive technology that allows its users to take notes more effectively. Those suffering from ADD/ADHD may find themselves in a position where they are unable to concentrate which ultimately causes them to take poor notes. This assistive technology is best for those that tend to forget stuff more often along with students, teachers, and office workers. Some of Notability's key features include combining handwritten notes, photos and typing single notes, exploring ideas with different tools available through the software, finalizing details by zooming on specific areas or combining big pictures etc.

Isolator

Isolator is an amazing assistive technology that is made in order for individuals to concentrate on their work. This assistive technology is a perfect tool for those suffering from ADD/ADHD as it allows them to concentrate on their work rather than other things. Isolator is basically a small menu bar application that is turned on when you don't want to be distracted. It will cover up the desktop and all of the icons on it and other windows of all the other applications that might be open so that the user can concentrate on their work. After the user is done their work, they easily turn the Isolator off.

Time Timer

Time Timer is an assistive technology that is built for those that easily lose track of time or get distracted in what they are doing. Individuals suffering from ADD/ADHD can use this assistive technology to help them keep track of their time. Some of the key features of this assistive technology is its 60 minutes visual timer that includes a re-disk to show exactly how much time is left, it includes no ticking noise like other timers but does include an alert option for those that would like to use it. Time Timer is perfect for students, teachers, and even parents who either suffer from ADD/ADHD or have some close that is suffering. Students can use it when they are working on their homework or doing some other activities so that they can time themselves or practice timing themselves to get certain tasks done. Furthermore, teachers or professors can use it to time themselves or their students in a classroom setting along with parents that can use Time Timer in order to discipline their kids or help them to build a habit of finishing their tasks on time.

WizCom Tech Pen

WizCom Tech Pen is an assistive technology that is built for those individuals that need help with tough words or vocabulary. Individuals suffering from ADD/ADHD can use this assistive technology to improve their vocab, especially students and teachers who may need it for themselves or others as they interact in a classroom setting. Some of the key features of WizCom Tech Pen is that it allows its users to scan the word or line of text and then reads it out to them, helps in reading fluency and comprehension, and speaks and shows letter by spelling, synonyms, and definition of scanned words or line of text includes a translation of English to Spanish and much more.

wordQ

wordQ is an assistive technology that helps individuals by predicting the words that the users want to type thus improving their vocabulary and written expressions. This assistive technology can help assist students suffering from ADD/ADHD to produce correct sentences and paragraphs on a word processor. wordQ can integrate itself into applications such as Microsoft Word, Microsoft PowerPoint, Outlook, Gmail, Twitter, Facebook, Google Doc etc. this means that students along with others that may need help with their grammar are able to use wordQ on other platforms without having to worry about their spelling. Some of the key features of wordQ are that it works even if the word is spelled wrong, offers a list of words similar in meaning to add variety to the users writing, gives examples for words that sound similar, and text reading software that reads the text out loud in a clear and pleasant voice that the user highlights, using text speech when the user writes or when grammar sounds off and bad punctuation disrupts the sentence structure and much more. Students suffering from ADD/ADHD can make use of wordQ software in order to work on their projects and assignments effectively.

Children Suffering From ADD/ADHD

Children suffering from ADD/ADHD which is considered a mental illness and entitled to receive ADHD Benefits through Child Disability Tax Credit and Child Disability Benefit Canadian Government. ADHD disability benefits in Canada can help the child live a bright and prosperous life. Parents or guardians of the child can apply for Disability Tax Credit on behalf of their child by submitting the form T2201 to the CRA, For more information give us a call at our Toll-free number @ 1-844-800-6020 .

As people suffer from disabilities, they tend to work or function differently from others around them. The same goes for those that are suffering from ADD/ADHD. Some disabilities may be seen while others cannot. Therefore, those suffering from disabilities require extra attention, love, and care from their family, friends, and colleagues. However, some of those individuals don't want to burden others because of their disability while others just want to give themselves a chance to be able to stuff normally like others around them do whether it's reading, writing, running, managing etc. This is where assistive technologies play their role. These assistive technologies help individuals carry out their daily tasks on their own and that too perfectly. The above mentioned are a few assistive technologies that individuals suffering from ADD/ADHD can make use of in order to work effectively and efficiently. However, other individuals suffering from other disabilities or those suffering from none can also make use of the fabulous assistive technologies.

Check out our other Resources meant to help for Children Suffering from ADHD/ADD.

At Disability Credit Canada, we take pride in helping disabled Canadians claim CPP Disability tax credit. Check out our other Resources

1. The Ultimate CPP Disability Guide

2. Long Term Disability Claims and Appeal

3. Common Medical Conditions Eligible for Long-Term Disability Benefits

4. CPP Disability Benefits Application Guide

5. CPP Disability Benefits Frequently Asked Questions

6. CPP Disability Request For Reconsideration Sample

7. CPP Disability Appeal Letter Sample

In Summary

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10 Best Assistive Technologies for ADD/ADHD | Disability credit canada

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Assistive technologies are a helpful tool that allows individuals to work on tasks in an effective manner. It doesn't require individuals to take the help of others in order to work effectively. Similarly, these assistive technologies also help those that are suffering from disabilities.

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How Can Assistive Technologies Help ADHD students:

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How Can Assistive Technologies Help ADHD students:

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Assistive technology can help individuals suffering from ADHD live their lives more effectively than they were to live without it. For example, it can help them read, write, walk, listen, read, see, cook etc. Assistive technologies have proved to be beneficial for any individual, irrespective of them suffering from a disability or not.

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IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests

Instruction and assignments tailored to the child

Positive reinforcement and feedback

Using technology to assist with tasks

Allowing breaks or time to move around

Changes to the environment to limit distraction

Extra help with staying organized.

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Centers for Disease Control and Prevention

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

ADHD treatments, such as behavioral classroom management or organizational training;

Special education services; or

Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

These two management strategies require trained staff-including teachers, counselors, or school psychologists-follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
Learn more about IEP and 504 Plans [PDF - 2.75 MB]
Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests;

Instruction and assignments tailored to the child;

Positive reinforcement and feedback;

Using technology to assist with tasks;

Allowing breaks or time to move around;

Changes to the environment to limit distraction; and

Extra help with staying organized.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

Give frequent feedback and attention to positive behavior;

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;

Provide extra warnings before transitions and changes in routines; and

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

Make assignments clear-check with the student to see if they understand what they need to do;

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring;

Allow time to move and exercise;

Minimize distractions in the classroom; and

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);

Communicate with parents on a regular basis; and

Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

Understand your child's diagnosis, how it impacts their education, and what can be done at home to help.

Understand your child's IEP. If you have questions, don't be afraid to ask.

Speak with your child's teacher.

When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.

Know your rights.

Play an active role in preparing your child's IEP or 504 Plan.

Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.

Try to maintain a good working relationship with the school while being a strong advocate for your child.

Communicate any concerns you may have about your child's progress or IEP or 504 Plan.

Encourage your child every day, and work with your child to create a system to help with homework and other school projects.

What every parent should know

More Information

Reference

1. Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]

2. DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [Read summary]

3. Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.

4. Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.

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Some potential signs/symptoms could include the following:

- Daydreaming

- Forgetfulness/losing things

- Squirm/Fidget

- Overly talkative

- Careless mistakes/Unnecessary risks

- Hard time resisting temptation

- Difficulty taking turns

- Difficulty getting along with others

(CDC., 2020)

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Centers for Disease Control and Prevention

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Deciding if a child has ADHD is a process with several steps. This page gives you an overview of how ADHD is diagnosed. There is no single test to diagnose ADHD, and many other problems, like sleep disorders, anxiety, depression, and certain types of learning disabilities, can have similar symptoms.

If you are concerned about whether a child might have ADHD, the first step is to talk with a healthcare provider to find out if the symptoms fit the diagnosis. The diagnosis can be made by a mental health professional, like a psychologist or psychiatrist, or by a primary care provider, like a pediatrician.

The American Academy of Pediatrics (AAP) recommends that healthcare providers ask parents, teachers, and other adults who care for the child about the child's behavior in different settings, like at home, school, or with peers. Read more about the recommendations.

The healthcare provider should also determine whether the child has another condition that can either explain the symptoms better, or that occurs at the same time as ADHD. Read more about other concerns and conditions.

How is ADHD diagnosed?

Healthcare providers use the guidelines in the American Psychiatric Association's Diagnostic and Statistical Manual, Fifth edition (DSM-5), to help diagnose ADHD. This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD. Using the same standard across communities can also help determine how many children have ADHD, and how public health is impacted by this condition.

DSM-5 Criteria for ADHD

People with ADHD show a persistent pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning or development:

1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

Often has trouble organizing tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted

Is often forgetful in daily activities.

2. Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person's developmental level:

Often fidgets with or taps hands or feet, or squirms in seat.

Often leaves seat in situations when remaining seated is expected.

Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).

Often unable to play or take part in leisure activities quietly.

Is often "on the go" acting as if "driven by a motor".

Often talks excessively.

Often blurts out an answer before a question has been completed.

Often has trouble waiting their turn.

Often interrupts or intrudes on others (e.g., butts into conversations or games)

In addition, the following conditions must be met:

Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

Combined Presentation: if enough symptoms of both criteria inattention and hyperactivity-impulsivity were present for the past 6 months

Predominantly Inattentive Presentation: if enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past six months

Predominantly Hyperactive-Impulsive Presentation: if enough symptoms of hyperactivity-impulsivity, but not inattention, were present for the past six months.

Because symptoms can change over time, the presentation may change over time as well.

Diagnosing ADHD in Adults

ADHD often lasts into adulthood. To diagnose ADHD in adults and adolescents age 17 years or older, only 5 symptoms are needed instead of the 6 needed for younger children. Symptoms might look different at older ages. For example, in adults, hyperactivity may appear as extreme restlessness or wearing others out with their activity.

For more information about diagnosis and treatment throughout the lifespan, please visit the websites of the National Resource Center on ADHD and the National Institutes of Mental Health.

Reference

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Arlington, VA., American Psychiatric Association, 2013.

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ADHD is one of the most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.

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There are three different types of ADHD: 

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There are three different types of ADHD: 

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1. Inattentive: trouble paying attention, difficulty staying on task, apparent listening problems, difficulty following directions, problems with organization, avoidance of things that require mental effort, tendency to lose things, distractibility, and forgetfulness.

2. Hyperactive-impulsive: fidgeting/squirming, difficulty staying seated, excessive running, difficulty playing quietly, always seeming to be “on the go,” excessive talking, and interrupting/blurting out answers or comments.

3. Combined: the most common type; a combination of the first two types. (Dahl, n.d.)

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ADHD, known as Attention Deficit Hyperactivity Disorder one of the most common neurodevelopmental disorder that is usually diagnosed in children and continues into adulthood. This causes the child/adult to have difficulty paying attention, controlling their impulses, or be overly active. (CDC., 2020)

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ADD/ADHD | What Is Attention Deficit Hyperactivity Disorder?

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Technologies for students with stuttering disorder

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Technologies for students with stuttering disorder

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Ginger: Ginger provides features to help students with dyslexia and learning disabilities. Designed for non-English speakers. Some features can be found on the website.

SpeechEasy: There are techniques that can help with speech disability and techniques that can be used to reduce stuttering. Although they look similar to hearing aids, they have helped thousands of people improve their ability to communicate effectively and confidently.

-impairment articulation and language impairment

-voice impairment

Voiceit t: Users can register and modify simple commands. E.g

Ask them to read aloud short, useful sentences such as "Give me a glass of water", "Turn off the lights", etc. The app converts the user's normalized voice and outputs it immediately as an audio or text message.

-Speech disorder

Augmentative and Alternative Communication (AAC) devices

Unaided communication systems: It's a way to communicate with people in a primitive way—for example, sign language or body language.

Low-tech AAC: To say that it does not borrow the power of technology, a portable drawing board can help you communicate with simple messages with a simple pen and paper.

High-tech AAC: This technology is an automatic voice generator, ie when you type a word, text or message, it can generate a digitized voice to facilitate communication with others.

Assistive Technology

Screen readers: You can access the screen by voice or touch to use several functions.

Users have the freedom to create any form of communication they want through multiple apps.

Voice recognition: Even if you don't write with a pen or mouse, it has a function that can recognize some slurred words and words so that you can print them out as text messages smoothly.

Assistive Technology Tools That Are Making a Difference

Kurzweil 3000: Talking spell-checker, Tools for test-taking, essay writing, note-taking, reference. Also, it is easy for users to use, and it can help a lot in academic areas such as taking exams and essays.

Draft:Builder: As part of the writing tool, it is a tool that can be divided into 3 steps: memo, outline, and writing. Other features include a spoken spell checker using TTS technology, a bibliography tool, and the ability for Sichuan and teachers to add lock-in text to the program for further guidance.

Jouse3: We believe that it is an optimal system for speech disability. Students use the cheeks, mouth, chin, and tongue to control the device and puff each sip. With accuracy and quick response, users can use it for painting or computer games at home. One of the advantages is that it can be conveniently mounted on a bed frame or desktop, and there is no need to place the headset on the body.

MathTalk: Mathtalk is a speech recognition software program for math that can help students with speech disabilities and other disabilities. Students can solve math problems by speaking into a computer microphone on their own during buying lessons or self-study.

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Students with SLI use High tech and Low tech Augmentative and Alternative Communication (AAC) devices in the classroom.

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Students with SLI use High tech and Low tech Augmentative and Alternative Communication (AAC) devices in the classroom.

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TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS

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TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS

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Speech-to-Text

Students can turn their speech into text using apps like Dragon Dictation, Google’s VoiceNote, Easy Dyslexia Aid or just speaking into the microphone of a phone, tablet or laptop.

Read&Write offers text-to-speech, speech-to-text, and word prediction

Snap&Read will begin reading aloud from a click

SpeakIt lets students highlight a piece of text and have it read to them

Kurzweil
Kurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky, and voice notes.

Read Mode removes ads and images from websites so students can focus on the Audiobooks with Accompanying Readers.

Amazon’s Immersion Reading and VOICEText by Learning Ally both allow readers to read and listen to a story at the same time

Livescribe offers a computerized pen that doubles as a recording device, recording what’s being said as well as what the student is are writing

Franklin Speller
These mini electronic dictionaries provide

• handy lists of confusable words
• context-sensitive help text
• spellcheck
• print and cursive options for words
• an arithmetic tutor Free apps like Speller and Grammarly also correct spelling.

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Post visual schedules and also read them out loud.

Provide colored strips or bookmarks to help focus on a line of text when reading.

Hand out letter and number strips so the student can see how to write correctly

.Provide extra time for reading and writing.

Give the student multiple opportunities to read the same text.

Use reading buddies during worktime (as appropriate).

Partner up for studying — one student writes while the other speaks or they share the writing.

Use large-print text for worksheets provide the student with typed notes or an outline of the lesson to help take notes.

Provide a glossary of content-related terms.

Use visual or audio support to help the student understand written materials in the lecture.

Give step-by-step directions and read written instructions out loud.

Simplify directions using keywords for the most important ideas.

Highlight keywords and ideas on worksheets for the student to read first.

Check-in frequently to make sure the student understands and can repeat the directions.

Show examples of correct and completed work to serve as a model.

Provide a rubric that describes the elements of a successful assignment.

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Dyscalculia ( High incident)-Dyscalculia is a condition that makes it hard to do math and tasks that involve math. It’s not as well known or as understood as . But some experts believe it’s just as common. That means an estimated 5 to 10 percent of people might have dyscalculia.

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Dyscalculia ( High incident)-Dyscalculia is a condition that makes it hard to do math and tasks that involve math. It’s not as well known or as understood as . But some experts believe it’s just as common. That means an estimated 5 to 10 percent of people might have dyscalculia.

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Common signs of dyscalculia include trouble:

Grasping the meaning of quantities or concepts like biggest vs. smallest

Understanding that the numeral 5 is the same as the word five, and that these both mean five items

Remembering math facts in school, like times tables

Counting money or making change

Estimating time

Judging speed or distance

Understanding the logic behind math

Holding numbers in their head while solving problems

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Dysgraphia (High incidence)-Dysgraphia refers to a challenge with writing. It impacts skills like handwriting, typing, and spelling. There are many ways people with dysgraphia can improve their writing skills.

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Dysgraphia (High incidence)-Dysgraphia refers to a challenge with writing. It impacts skills like handwriting, typing, and spelling. There are many ways people with dysgraphia can improve their writing skills.

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Signs of dysgraphia
One of the main signs of dysgraphia is messy handwriting. Here are some of the key handwriting skills people with dysgraphia may struggle with:

Forming letters

Writing grammatically correct sentences

Spacing letters correctly

Writing in a straight line

Holding and controlling a writing tool

Writing clearly enough to read back later

Writing complete words without skipping.

Dysgraphia often occurs along with ADHD and learning differences. These include dyslexia, written expression disorder, and expressive language disorder. So, kids need to have a full evaluation to see if something else is going on.

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Dyslexia (High incidence)-is a learning disability in reading. Students with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. But these challenges aren’t a problem with intelligence.

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Dyslexia (High incidence)-is a learning disability in reading. Students with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. But these challenges aren’t a problem with intelligence.

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1. Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning.

2. Inaccurate or slow and effortful reading or writing.

3. Poor written expression that lacks clarity.

4. Difficulties remembering number facts.

5. Inaccurate mathematical reasoning.

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“Specific learning disability” is an umbrella term that can describe many different types of learning issues. An educational evaluation may show that a child has a specific learning disability in a certain subject area.

A specific learning disability in reading,  known as dyslexia

A specific learning disability in writing,  known as dysgraphia

A specific learning disability in mathematics,  known as dyscalculia

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What is Special Learning Disabilities(SLD)

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What is Special Learning Disabilities(SLD)

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A specific learning disability is a disorder that interferes with a student’s ability to listen, think, speak, write, spell, or do mathematical calculations.1 Students with a specific learning disability may struggle with reading, writing, or math.

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Special Learning disabilities (SLD)- Farhana

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Special Learning disabilities (SLD)- Farhana

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Technologies - What appropriate and innovative assistive technologies we can apply?

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Technologies - What appropriate and innovative assistive technologies we can apply?

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Teaching strategies - how can we support children with SLI?

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Teaching strategies - how can we support children with SLI?

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Speech & Language

Focus on interactive communication

Teach active listening skills

Incorporate the student’s interests and talents into speech

Keep helping the student express their wants and needs in an appropriate way

Teach communication techniques including verbal and non-verbal ways

Ask open-ended questions

Help with word order

Give time to think and respond to questions

Academics

Provide assignments/ assessments in all forms of communication

Provide a quiet place for the student to work on class tasks

Provide extra time for the student to complete tasks

Provide visual cues - on the board

Deliver clear and direct instructions

Behavior

Engage them to gain confidence and to build self-esteem

Get to know about the student’s interests and strengths

Provide social and tangible reinforcers

Physical

Be aware that the student has muscular disorder, hearing problem, or communication delay issue and get familiar with strategies to support their learning

Ensure that the student has access to his/ her communication system and interactive tools