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Definition
Significantly subaverage general intellectual functioning, existing concurrently [at the same time]
with deficits in adaptive behavior and manifested during the developmental period, that adversely
affects a child’s educational performance.
http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf

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Limitations and difficulties in intellectual and adaptive functioning

1 - Intellectual functioning (intelligence): thinking, learning, reasoning and problem solving
IQ score of 70 or below is the range for intellectual disability (ID).

2- Adaptive functioning: skills required to conduct everyday activities to live, work and play - independently (age appropriate) are limited or fully undeveloped in people with ID

1. social: interpersonal communication, make and keep friendships, ability to follow rules

2. practical: personal hygiene, organizational skills, engagement with the environment (knowing when to cross the road), managing tasks

3. conceptual: reading, math, memory, reasoning, language and writing

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As many as 3 out of every 100 people in the country have Intellectual Disability (The Arc, 2001). Nearly 613,000 children ages 6 to 21 have some level of mental retardation and need special education in school (Twenty-fourth Annual Report to Congress, U.S. Department of Education, 2002). In fact, 1 out of every 10 children who need special education has some form of Intellectual Disability.

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What is Intellectual Disability?

Intellectual Disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with Intellectual Disability may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn.

What Causes Intellectual Disability?

Doctors have found many causes of Intellectual Disability. The most common are:

Genetic conditions. Sometimes mental retardation is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, fragile X syndrome, and phenylketonuria (PKU).

Problems during pregnancy. Intellectual Disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby's cells divide as it grows. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems at birth. If a baby has problems during labor and birth, such as not getting enough oxygen, he or she may have intellectual disability.

Health problems. Diseases like whooping cough, the measles, or meningitis can cause mental retardation. Intellectual Disability can also be caused by extreme malnutrition (not eating right), not getting enough medical care, or by being exposed to poisons like lead or mercury.

Intellectual Disability is not a disease. You can't catch Intellectual Disability from anyone. Intellectual Disability is also not a type of mental illness, like depression. There is no cure for mental retardation. However, most children with Intellectual Disability can learn to do many things. It just takes them more time and effort than other children.

How is Intellectual Disability Diagnosed?

Intellectual Disability is diagnosed by looking at two main things. These are:

the ability of a person's brain to learn, think, solve problems, and make sense of the world (called IQ or intellectual functioning); and

whether the person has the skills he or she needs to live independently (called adaptive behavior, or adaptive functioning).

Intellectual functioning, or IQ, is usually measured by a test called an IQ test. The average score is 100. People scoring below 70 to 75 are thought to have mental retardation. To measure adaptive behavior, professionals look at what a child can do in comparison to other children of his or her age. Certain skills are important to adaptive behavior. These are:

daily living skills, such as getting dressed, going to the bathroom, and feeding one's self;

communication skills, such as understanding what is said and being able to answer;

social skills with peers, family members, adults, and others.

To diagnose Intellectual Disability, professionals look at the person's mental abilities (IQ) and his or her adaptive skills. Both of these are highlighted in the definition of Intellectual Disability provided between the lines below. This definition comes from the Individuals with Disabilities Education Act (IDEA). The IDEA is the federal law that guides how schools provide early intervention and special education and related services to children with disabilities.

Providing services to help individuals with Intellectual Disability has led to a new understanding of how we define Intellectual Disability. After the initial diagnosis of Intellectual Disability is made, we look at a person's strengths and weaknesses. We also look at how much support or help the person needs to get along at home, in school, and in the community. This approach gives a realistic picture of each individual. It also recognizes that the "picture" can change. As the person grows and learns, his or her ability to get along in the world grows as well.

IDEA's Definition of "Intellectual Disability"

Our nation's special education law, the IDEA, defines Intellectual Disability as . . .

". . . significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance." [34 Code of Federal Regulations §300.7(c)(6)]

How Common is Intellectual Disability?

As many as 3 out of every 100 people in the country have Intellectual Disability (The Arc, 2001). Nearly 613,000 children ages 6 to 21 have some level of mental retardation and need special education in school (Twenty-fourth Annual Report to Congress, U.S. Department of Education, 2002). In fact, 1 out of every 10 children who need special education has some form of Intellectual Disability.

What Are the Signs of Intellectual Disability?

There are many signs of Intellectual Disability. For example, children with Intellectual Disability may:

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

learn to talk later, or have trouble speaking,

find it hard to remember things,

not understand how to pay for things,

have trouble understanding social rules,

have trouble seeing the consequences of their actions,

have trouble solving problems, and/or

have trouble thinking logically.

About 87% of people with Intellectual Disability will only be a little slower than average in learning new information and skills. When they are children, their limitations may not be obvious. They may not even be diagnosed as having Intellectual Disability until they get to school. As they become adults, many people with Mild Intellectual Disability can live independently. Other people may not even consider them as having Intellectual Disability.

The remaining 13% of people with Intellectual Disability score below 50 on IQ tests. These people will have more difficulty in school, at home, and in the community. A person with more severe Intellectual Disability will need more intensive support his or her entire life. Every child with Intellectual Disability is able to learn, develop, and grow. With help, all children with Intellectual Disability can live a satisfying life.

What About School?

A child with Intellectual Disability can do well in school but is likely to need individualized help. Fortunately, states are responsible for meeting the educational needs of children with disabilities.

For children up to age three, services are provided through an early intervention system. Staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs. It also describes the services the child will receive to address those needs. The IFSP will emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with mental retardation. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income. In some states, early intervention services may be at no cost to parents.

For eligible school-aged children (including preschoolers), special education and related services are made available through the school system. School staff will work with the child's parents to develop an Individualized Education Program, or IEP. The IEP is similar to an IFSP. It describes the child's unique needs and the services that have been designed to meet those needs. Special education and related services are provided at no cost to parents.

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

communicating with others;

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

health and safety;

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

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

reading, writing, and basic math; and

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

Supports or changes in the classroom (called adaptations) help most students with Intellectual Disability. Some common changes that help students with Intellectual Disability are listed below under "Tips for Teachers." The resources below also include ways to help children with Intellectual Disability.

Tips for Parents

Learn about Intellectual Disability. The more you know, the more you can help yourself and your child. See the list of resources and organizations at the end of this publication.

Encourage independence in your child. For example, help your child learn daily care skills, such as dressing, feeding him or herself, using the bathroom, and grooming.

Give your child chores. Keep her age, attention span, and abilities in mind. Break down jobs into smaller steps. For example, if your child's job is to set the table, first ask her to get the right number of napkins. Then have her put one at each family member's place at the table. Do the same with the utensils, going one at a time. Tell her what to do, step by step, until the job is done. Demonstrate how to do the job. Help her when she needs assistance. r Give your child frequent feedback. Praise your child when he or she does well. Build your child's abilities.

Find out what skills your child is learning at school. Find ways for your child to apply those skills at home. For example, if the teacher is going over a lesson about money, take your child to the supermarket with you. Help him count out the money to pay for your groceries. Help him count the change.

Find opportunities in your community for social activities, such as scouts, recreation center activities, sports, and so on. These will help your child build social skills as well as to have fun.

Talk to other parents whose children have Intellectual Disability. Parents can share practical advice and emotional support.

Meet with the school and develop an educational plan to address your child's needs. Keep in touch with your child's teachers. Offer support. Find out how you can support your child's school learning at home.

Tips for Teachers

Learn as much as you can about Intellectual Disability. The organizations listed at the end of this publication will help you identify specific techniques and strategies to support the student educationally. We've also listed some strategies below.

Recognize that you can make an enormous difference in this student's life! Find out what the student's strengths and interests are, and emphasize them. Create opportunities for success.

If you are not part of the student's Individualized Education Program (IEP) team, ask for a copy of his or her IEP. The student's educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive. Talk to specialists in your school (e.g., special educators), as necessary. They can help you identify effective methods of teaching this student, ways to adapt the curriculum, and how to address the student's IEP goals in your classroom.

Be as concrete as possible. Demonstrate what you mean rather than just giving verbal directions. Rather than just relating new information verbally, show a picture. And rather than just showing a picture, provide the student with hands-on materials and experiences and the opportunity to try things out.

Break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary.

Give the student immediate feedback.

Teach the student life skills such as daily living, social skills, and occupational awareness and exploration, as appropriate. Involve the student in group activities or clubs.

Work together with the student's parents and other school personnel to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at school and at home.

American Association on Mental Retardation. (2002). Mental retardation: Definition, classification, and systems of supports (10th ed.). Washington, DC: Author. (See contact information below.)

Baker, B., & Brightman, A. (with Blacher, J., Heifetz, L., Hinshaw, S., & Murphy, D.). (2004). Steps to independence: Teaching everyday skills to children with special needs (4th ed.). Baltimore, MD: Paul H. Brookes. (Telephone: 800.638.3775. Web: www.brookespublishing.com)

Kaufman, S. (1999). Retarded isn't stupid, Mom! (Rev. ed.). Baltimore, MD: Paul H. Brookes. (See contact information above.)

Trainer, M (1991). Differences in common: Straight talk on mental retardation, Down syndrome, and life. Bethesda, MD: Woodbine House. (Telephone: 800.843.7323. Web: www.woodbinehouse.com)

The Arc of the United States
1010 Wayne Avenue, Suite 650
Silver Spring, MD 20910
301.565.3842
Info@thearc.org E-mail
www.thearc.org Web
www.TheArcPub.com Web (Publications)

American Association on Intellectual and Developmental Disability (AAIDD)
501 3rd Street, NW Suite 200
Washington, DC 20001
202.387.1968; 800.424.3688 (outside DC)
www.aaidd.org Web

Division on Developmental Disabilities
The Council for Exceptional Children
1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704
888.232.7733; 703.620.3660
866.915.5000 TTY
cec@cec.sped.org E-mail
www.dddcec.org Web

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assistive technology and mental retardation

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National Association of Special Education Teachers: Comprehensive Overview of Intellectual Disability

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Child Mental Retardation Teaching – National Association of Special Education Teachers

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Increase in Developmental Disabilities Among Children in the United States

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Increase in Developmental Disabilities Among Children in the United States

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Scientists from the Centers for Disease Control and Prevention (CDC) and the Health Resources and Services Administration (HRSA) found that 17% of children aged 3–17 years had a developmental disability, and importantly, that this percentage increased over the two time periods compared, 2009–2011 and 2015–2017.

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Centers for Disease Control and Prevention

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Increase in Developmental Disabilities Among Children in the US

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Pediatrics has published a new study that describes how often developmental disabilities were diagnosed among children in the United States, and trends over time.

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Intellectual disability originates in childhood and involves the neurological development of the brain.

Causes of ID are varied:
Genetic - such as Down Syndrome or Fragile X Syndrome
Triggered by childhood disease such as meningitis, whooping cough or measles
Head trauma during childhood
Exposure to toxins such as lead or mercury
Infection during pregnancy, alcohol and/or drug exposure during pregnancy or problems at birth which limit oxygen availability

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ASSISTIVE TECHNOLOGY TO HELP STUDENTS WITH DEVELOPMENTAL DELAYS SUCCEED ACADEMICALLY

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ASSISTIVE TECHNOLOGY TO HELP STUDENTS WITH DEVELOPMENTAL DELAYS SUCCEED ACADEMICALLY

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What tools are available to help students compensate for their developmental delays? Here are just a few of the top technologies that parents and teachers have found to be successful in the classroom

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Assistive Technology to Help Students with Developmental Delays Succeed Academically

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

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I found this study that was done in India to be pretty interesting, and wanted to share. It pointed to hearing screenings as a primary prevention strategy for school aged kids in poor countries, which the  researchers note have high incidences of hearing loss (Bepari K., Acharya, S., Mishra, S., Mohanta, F. M., 2022)  However screening for minor hearing loss allows early intervention to treat the kids, which is needed as they found earwax or infections in the ears to be common.

The article just got me thinking how different disabilities are approached in different parts of the world.

Bepari K., Acharya, S., Mishra, S., Mohanta, F. M. (2022) Hearing Loss Prevalence in Primary School Children in selected Sambalpur Schools. European Journal of Molecular and Clinical Medicine 9 (3).

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It is important to implement strategies that address the needs of the individual.  We recommend that you apply these strategies across home, school, and community contexts.

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

Adaptive Behavior (everyday skills for functioning)

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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

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Assistive Technology for Developmental Delays

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Assistive Technology for Developmental Delays

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Describes developmental delays in young children, defines Assistive Technology, and suggests AT tools to use with children with developmental delays

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Assistive Technology for Developmental Delays, Part 1

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Assistive Technology for Developmental Delays - Part 2

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Assistive Technology for Developmental Delays - Part 2

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Assistive Technology for Developmental Delays - Part 2

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Case Study

John is a middle school student who is deaf in his left ear and has dysgraphia, which according to the dictionary is an impairment of handwriting ability characterized chiefly by very poor or often illegible writing or writing that takes an unusually long time and great effort to complete. He has been assessed by the relevant authorities from the school board and is on an IEP.

Here are some things we can do to make sure that John has the best opportunity to succeed in his studies.

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Preamble

This is a broad-ranging category because it’s not only one disability but a combination of several disabilities. This could be for example a student with an intellectual disability and a learning disability. Coming up with a plan or strategy to help a student is rather tricky because you are simply not dealing with one issue but a combination of several issues at the same time.

Students with multiple disabilities are a subset of students that make up around 20% of the population. Within this subset, 2% of the 20% will be categorized as having multiple disabilities. They’ve also received special education services. Generally, these students may have severe to moderate intellectual disabilities.

Because of the sheer amount of combinations of multiple disabilities available it’s very difficult to characterize students this way. However, students with multiple disabilities do share some common characteristics. Their ability to speak or communicate may be limited. They may have difficulty getting around. Finally, they may have trouble utilizing skills from one task to another.

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Technology and  solutions to John's issue

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Technology and  solutions to John's issue

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Hearing difficulties

1.     Have John sit on the left side of the classroom. This will allow his good ear to “face” the side where he can hear his teacher and classmates. This will not disrupt the class or make him feel singled out.

Dysgraphia

1.     Have a notetaker or a scribe assigned to John. Taking notes for John will be an impossible task, being unable to keep up will frustrate him and will negatively affect his studies. A scribe would be beneficial for John as he won’t fall behind.

2.     If a scribe cannot be hired due to budgetary constraints, John could use a netbook or a notebook computer.

3.     When writing tests or exams, a computer would be helpful for John as he probably won’t be able to finish an exam in the proscribed time. People with dysgraphia have such a hard time with writing that they’ll not write the correct answer as the physical effort required to write is very difficult.

4.     Extra time might help but if John is using a computer to write tests this shouldn’t be an issue as people tend to type faster than they can write.

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References:

1.     American Academy of Special Education Professionals: American Academy of Special Education Professionals. (2021, June 3). Http://Aasep.Org. Retrieved July 31, 2022, from http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-9-Special_Education_Eligibility.pdf

2.     Low-Incidence Disabilities - Inclusion Resource. (n.d.). Inclusion Resource. Retrieved July 31, 2022, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities

3.     Understanding multiple disabilities. (2012, June 6). [Video]. YouTube. https://www.youtube.com/watch?v=xKqN21OdsLQ

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Statistics on hearing, ear infections, and deafness among both adults and children in the U.S.

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A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities
and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
(from "14 Disability Categories Under IDEA")

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Assistive technology (AT) is defined as any product, equipment, software program and/or system that enhances learning, working, and daily living for persons with disabilities.The goal of assistive technology is to increase, maintain, or improve the functional capabilities of people with disabilities ().

Think about all of the skills that your child, teen, or adult with autism works hard to learn and demonstrate every day-academic, social, vocational, and life skills. Assistive technology can enable independence and participation in all of these areas!

Benefits of Assistive Technology for People with Autism

Increased independence with daily living, mobility, play, vocational, and academic tasks

Increased level of participation within tasks/daily routines

Increased access to materials

Improved sense of self and self-esteem

Increased opportunities for inclusion with peers

Enables engage in purposeful, meaningful activities

Improved communication skills - both verbally and nonverbally

Improved ability to demonstrate skills/competencies

Assistive technology makes things possible. We all benefit from technology, but some people with disabilities require technology to participate, show what they know, or be more independent.
A Continuum of Assistive Technology Tools
Just as there is a spectrum of skills and abilities when we talk about a child with a diagnosis of autism, there is a continuum of assistive technology supports that range from low tech, mid-tech, and high tech tools.

Low-tech AT tools are often characterized as tools that do not need batteries or electricity to operate. These are commonly found in a multisensory, differentiated classroom as "accommodations" and require little-to-no training to operate. Chances are your student with autism already benefits from some low tech AT tools like a pencil grip, slant board, modified visual schedule, use of icons/pictures/symbols, or velcro sneakers.

Mid-tech AT tools require a bit more training as they may be battery-operated and add a level of specialization that low-tech tools might otherwise not. An example of a mid-tech AT support could be a multiple-message voice output device like a Big Mack (switch), audiobooks, or screen magnifiers.

The most complex AT supports require the most training on their use, as they are highly specialized and customizable based on individual needs. High-tech assistive technology tools are usually electrically-powered devices such as tablets, communication devices, specialized computer software, and motorized wheelchairs. These tools have more capabilities and features that warrant ongoing assistive technology consultation and training.

Communication Skills, AAC, and AT
If you're a parent of a non-verbal child with autism, your child may use augmentative alternative communication tools (AAC). AAC is a category of assistive technology that directly supports a person's ability to communicate. These tools can range from low-tech supports like communication boards, picture exchange (PECS) systems, or object schedules, to mid-tech spoken messages on a pre-programmed switch, to high-tech communication devices with robust language systems.

If you're lucky enough to have a speech and language therapist who is skilled in the area of assistive technology services, you have experienced specialty practice areas within the AT field. Unfortunately, some parents and educators mistakenly think that this experience with AAC is their child's only AT need. It may not be!

Assistive technology is not limited to one recommendation or tool. A skilled assistive technology specialist will assess all of your child's needs across environments, tasks, and skills. This could mean that your child's communication skills are addressed through the AAC system, but what about all of the other tasks they do on a daily basis?

Considerations for Assistive Technology Use
The following skills are all areas that assistive technology can support a person with autism:

Social skills
You're likely already familiar with social stories as an instructional tool to teach your child social skills. Your child may use apps such as Pictello, Book Creator, or Little Bird Tales to create and review these social skills expectations in multi-sensory ways. These apps and similar programs provide supported visual information (text highlighting when read, pictures or icon-supported text), auditory feedback (text read aloud/narration), and video modeling in order to communicate and teach social skills.

Play
Children with autism can have delays or difficulties in motor coordination skills. If your child does not have the fine motor skills to manipulate the toys that their peers are playing with, assistive technology services can help to adapt the way that toys are accessed.

Communication
Communication can look very different based on the task, environment, and individual skills of the child. As we discussed earlier, AT tools can vary along the continuum based on the child's needs.

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Writing is a motor task, but at its core, it is communication! Tools for writing can include supports at each step of the writing process: ideation, planning, and actual writing production (or typing). Recently, assistive technology companies such as Don Johnston have been designing writing curriculums for complex learners to engage as authors with varied supports. Even if your child does not have the ability to hold a pencil or spell words, he/she can still be a "writer!"

Assistive Technology tools for writing can vary from low-tech graphic organizers, pencil grips, and adapted paper, to more mid-tech icon-supported writing or tape recorders for an oral rehearsal of ideas. High-tech AT for writing offers extensive writing, and many robust AAC programs can be used to facilitate the writing process.

Examples of AT considerations for writing include speech-to-text (voice typing), word prediction, word or phrase banks, electronic graphic organizers or mind mapping tools, and multi-sensory digital presentation tools.

Reading
Reading is another academic task that integrates many critical skills: holding a book, visually attending to text and pictures, decoding (reading the words), comprehension (understanding what is read), and visually scanning multiple lines of text and complex pictures. Whether your child needs a slant board to prop the book, text-to-speech programming that reads text aloud, audiobooks to appeal to the auditory system, or a simple reading window to minimize visual distractions on the page, there is an AT tool to support him!

Multi-sensory instructional tools for math can involve the different sensory systems to teach concepts. If your child is a visual learner, there are math apps and programs that use video modeling, electronic manipulatives, and varied visual presentation of materials that can engage learners beyond rote pencil-and-paper activities. Math also includes time concepts, money management, and measurement-all of these skills tie into life skills that have vocational and daily uses. Assistive technology companies have designed curriculums like this one from AbleNet that programs for accommodations and AT supports to teach math concepts to students with diverse learning needs.

Activities of Daily Living
Your child's occupational therapist has likely identified ADL skills that are hopefully addressed in therapy - these can include tasks like dressing, fastening buttons/snaps/velcro, tying shoes, making simple meals, grooming, eating. Oftentimes, the AT supports for these tasks include making adaptations for motor difficulties. For example, velcro becomes an AT tool for kids who cannot tie their shoes.

Executive Functioning
Planning, organization, attention, task completion...all of these executive functioning skills have the potential to limit a child's independence. Assistive technology supports for executive functioning are all designed to maximize independence while accommodating for these skill deficits. Visual schedules, timers, wearable technology supports, calendar systems, and virtual assistants like Siri, Alexa, and Cortana can all fade the adult-support needed to keep kids on-task, remind or prompt transitions, and help structure multi-step activities.

Assistive Technology in the IEP
Assistive technology makes it possible for educational materials, environments, and experiences to be accessible to students with autism. If your child were to move classrooms or schools and the teaching tools were no longer available to him, would it impede his ability to learn or show what he knows? It's an important question to ask as you look at how your child's Individualized Education Plan (IEP) is written.

It's easy to overlook the mentions of "assistive technology" in the pages of other critical information listed on your IEP. The federal law: The Individuals with Disabilities Education Act (IDEA) requires that your child's IEP team consider assistive technology supports as part of the IEP development process. This resource from the Center on Technology and Disability is a wonderful guide to help parents understand all that goes into truly "considering" whether AT is needed for a student to make progress.

The topic of assistive technology should be one that enters into your IEP conversations at least during the annual review meetings, as students' needs change over the course of their educational careers.
This article was featured in Issue 77 - Achieving Better Health with ASD

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How Can Assistive Technology Benefit People With Autism? - Autism Parenting Magazine

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What is Assistive Technology? Assistive technology (AT) is defined as any product, equipment, software program and/or system that enhances learning, working, and daily living for persons with disabilities.The goal of assistive technology is to increase, maintain, or improve the functional capabilities of people with disabilities (ATIA).

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Improving Education for Autistic Students in Montgomery County, MD

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1. DYSLEXIA
- Crazy Cursive Letters
- Montessori Words
- Writing Wizard
- Dyslexia Quest
- Open Web
- Simplex Spelling Phonics
- Me Books
2. DYSGRAPHIA
- Text-to-Speech
- Evernote
- Grammarly
- Ghotit
- SnapType

3. DYSCALCULIA
- Socratic
- Photomath
- Mental Math Practice
- Flow Free
- Smarty Note
- Lumosity
- Neuronation
- Prodigy Math Game
- Car Dashdroid
- Know Abacus

Sources:

Burton-Hughes, L. (2016), "8 Useful Apps to Help with Dyslexia", https://www.highspeedtraining.co.uk/hub/dyslexia-apps/ , Hub.

Princesses Can Wear Kickers, (2020) "The best apps for dysgraphia", https://princessescanwearkickers.com/apps-for-dysgraphia/.

Singh, M. (2019), "Top 10 Free Apps for Dyscalculia", https://numberdyslexia.com/top-10-must-have-free-apps-for-dyscalculia-2019/

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Check out a range of handpicked apps designed to help learners with dyslexia. Further dyslexia awareness resources available.

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1. DYSLEXIA
- Explain written directions
- Require the completion of smaller amounts of work compared to the rest of the class
- Highlight essential information
- Provide glossaries
- Develop reading guides
- Repeat directions
- Maintain daily routines
- Provide a copy of lecture notes
- Provide students with graphic organizers
- Use step-by-step instruction
- Combine verbal and visual information
- Write keywords on the blackboard
- Use mnemonic instruction
- Place students close to the teacher
- Include information on worksheets or handouts
- Allow use of instructional aids
- Use cues to denote important items
- Use assignment substitutions or adjustments
- Allow extra time for handing in assignments

2. DYSGRAPHIA
- Pencil grip
- Slant board
- Raised paper
- Highlighted paper
- Provide students with graphic organizers
- Provide a copy of lecture notes
- Place students closer to the teacher
- Use assignment substitutions or adjustments
- Allow extra time for handing in assignments

3. DYSCALCULIA
- Provide them with a calculator during class and tests
- Allow the use of multiplication tables
- Give them lots of graph paper to help them keep columns and numbers straight
- Give them access to math games that allow them to practice essential skills in a fun way
- Give them access to formula sheets
- Using talking tape measures or talking scales
- Using pre-measurement guides or jibs

- Breakdown worksheets into sections
- Give them access to the teacher’s notes
- Find out if students understand what is being asked
- Use a chart of math facts
-Review what was taught previously before teaching new skills
- List the steps and formulas for solving problems
- Sample problems should remain on the board
- Highlight keywords or numbers on word problems

- Allow them to spend time in the math resource room
- In-school tutoring or homework assistance
- Use tape recorders or give them the option to record lectures

- Place students closer to the teacher
- Use assignment substitutions or adjustments
- Allow extra time on tests

Sources:

International Dyslexia Association, "Accommodating Students with Dyslexia in All Classroom Settings",

https://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-settings, Reading Rockets. Acceded 1, August, 2022.

Lynch, M. (2019), "A guide to classroom and at-home accommodations for dyscalculia", https://www.theedadvocate.org/a-guide-to-classroom-and-at-home-accommodations-for-dyscalculia/

Princesses Can Wear Kickers, (2020) "The best apps for dysgraphia", https://princessescanwearkickers.com/apps-for-dysgraphia/.

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Accommodating Students with Dyslexia in All Classroom Settings

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The International Dyslexia Association prepared this fact sheet describing reasonable accommodations involving materials, interactive instruction, and student performance to help children with learning problems in general education and special education classrooms.

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1. DYSLEXIA
- Affects almost 20% of the population

2. DYSGRAPHIA
- Affects more than 4% of the population

3. DYSCALCULIA
- Affects more than 6% of the population

Sources:

Shalev, R.S., Auerbach, J., Manor, O, Gross-Tsur, V. (2000),

"Developmental dyscalculia: prevalence and prognosis", Eur Child Adolesc PsychiatrySuppl 2:II58-64.  doi: 10.1007/s007870070009.

Staake, J. (2018), "What Teachers Need to Know About Dysgraphia", We are Teachers,

https://www.weareteachers.com/dysgraphia/.

The Yale Center for Dyslexia and Creativity, "Dyslexia FAQ" https://dyslexia.yale.edu/dyslexia/dyslexia-faq/. Acceded 1, August, 2022.

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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.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Sec. 300.8 (C) (4). Individuals with Disabilities Education Act. (2017, May 2). Retrieved August 1, 2022, from https://sites.ed.gov/idea/regs/b/a/300.8/c/4

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I found this article to be most helpful in understanding what types of assistive technology (AT) exist for deafness and how these AT's are perceived by the population who receives them.  The focus here is on the AT's that deaf students receive in "hearing" universities which is any college where the majority of students are not hearing impaired.  Lartz, Stoner & Stout (2008) note that sometimes what may be standard instructional technology (such as a powerpoint) becomes an AT for students that are deaf because it improves the way they can receive information.

Participants in this study were interviewed about their experiences of differing AT's at their university.  Visual aids such as Powerpoint were most commonly pointed to (Lartz, Stoner & Stout, 2008) and across the board students noted that they found visual aids most helpful as it led to greater feelings of independence and less reliance on translators.

Lartz, M.N., Stoner, J.B., Stout, L. (2008). Perspectives of Assistive Technology from Deaf Students at a Hearing University. Assistive Technology Outcomes and Benefits. (5) 1. 72-91.

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These include (but are not limited to):

·       anxiety disorders;

·       bipolar disorder (sometimes called manic-depression);

·       conduct disorders;

·       eating disorders;

·       obsessive-compulsive disorder (OCD); and

·       psychotic disorders.

Emotional disturbance updated! Center for Parent Information and Resources. (n.d.). Retrieved August 1, 2022, from https://www.parentcenterhub.org/emotionaldisturbance/

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·       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.

Emotional disturbance updated! Center for Parent Information and Resources. (n.d.). Retrieved August 1, 2022, from https://www.parentcenterhub.org/emotionaldisturbance/

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Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. The most common psychiatric disorders in childhood are anxiety disorders, AD/HD and disruptive behavior, depression and bipolar disorders, and eating disorders.

Emotional disturbance updated! Center for Parent Information and Resources. (n.d.). Retrieved August 1, 2022, from https://www.parentcenterhub.org/emotionaldisturbance/

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Support the student’s inclusion: support the student in subtle but meaningful ways, or let the student work alone, take a break, or have a hall pass for some quiet time apart.

Set clear behavioral rules and expectations for the entire class: Students with emotional disturbances are frequently the targets of other students’ misbehaviors. Stating, explicit classroom management plan provides a solid structure by which both teacher and students can address inappropriate behavior, understand consequences, and develop a shared approach to behavior in class and toward one another.

Recognize the student's accomplishments: Some students benefit from working toward a tangible goal on an hourly, daily, or weekly basis. With a bonus points system, students earn points that can be saved up and cashed in for rewards at a later time.

Encourage organization and routine: Teach students to keep track of their assignments, grades, and targeted behaviors using reminders such as assignment sheets, daily schedules and to-do lists. Students can have cue cards on their desk or notebook to serve as visual cues for transition steps.

Emotional disturbance. IDEA Resources. (n.d.). Retrieved August 1, 2022, from http://idea-resources.weebly.com/emotional-disturbance.html

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Low Tech:

1. Behavior Charts: These are an easy low tech device that can be used regularly to keep a student on track through out the day.

2. Critical Thinking Cards:  Each set of these cards contains the information of different types of thinking. It helps students learn how to deal with emotions, how to solve problems, learning the difference between fact and inference, and lastly learning how to make predictions.

Mid Tech:

1. Motivader: A simple timer, a great way to keep students focused. It is an easy to use device and it is a great way to take control of bad habits.

High Tech:

1. Gamification: Include a console in the classroom and make playtime a reward with certain non-violent games that encourages learning and team work.

Assistive technology - emotional disturbance (ed). Google Sites: Sign-in. (n.d.). Retrieved August 1, 2022, from https://sites.google.com/site/edemotionaldisturbance/assistive-technology

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This article written by Miles in 2008, notes that deaf-blind children can fall on a spectrum depending on the level of severity for each disability.  However, often the different accommodations and assistive technologies for blindness or deafness alone are not sufficient enough of an aid for children with deaf-blindness in education. This is the defining criteria for this diagnosis under IDEA.

Miles, B. (October, 2008). Overview on Deaf-Blindness. The National Information Clearinghouse on Children who are Deaf and Blind.

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Understanding their unique learning style 

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Understanding their unique learning style 

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Orthopedic impairment is a low-incidence disability (Congressional Research Service, 2020). There are many disorders that fit this category. IDEA divides them into three groups (Ohio Department of Education, 2017):

1. Neuromotor impairment

2. Degenerative disease

3. Musculoskeletal disorder

Here are the most common according to the Ohio Department of Education (2017):

Cerebral palsy

Spina bifida

Muscular dystrophy

Juvenile rheumatoid arthritis

Limb deficiency

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Assistive Technologies

Orthopedic impairments generally require two kinds of assistive technologies depending on the severity: devices to access information or devices to assist in mobility (Project IDEAL, 2013). Devices to access information include speech recognition software and screen reading software. Luckily, these are becoming more and more abundant and accessible. Google Docs, for example, have both voice typing and screen reading. Mobility technologies include canes, walkers, and wheelchairs. These vary in price. Since orthopedic impairments affect mobility to different extents, the assistive technologies used need to be determined with help of an occupational, physical, or mobility specialist (Assistive Technology & Accessible Educational Materials Center, 2013).

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Students with orthopedic impairments may require specific seating, and instruction on motor skills (Project IDEAL, 2013). They may also need to work with various professionals: physical therapists, occupational therapists, speech-language pathologists, physical education teachers etc.

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Given that the category spans multiple groups, the best way to get information about a student’s specific orthopedic impairment is to access resources for those specific impairments. I list here specific sources of information for the two most common orthopedic impairments:

Spina bifida http://www.sbaa.org/

Cerebral palsy http://www.ucp.org/

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Assistive Technology & Accessible Educational Materials Center (2013). Assistive Technology Resource Guide. https://www.ocali.org/up_doc/AT_Resource_Guide_2013.pdf

Dragoo, K. E. (2020). The individuals with disabilities education act: A comparison of state eligibility criteria. Congressional Research Service. https://crsreports.congress.gov/product/pdf/R/R46566

Ohio Department of Education. (2017). Orthopedic impairment. https://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Orthopedic-Impairment

Project IDEAL. (2013). Orthopedic impairments. Texas Council for Developmental Disabilities.

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

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Traumatic brain injury is a low-incidence disability (Congressional Research Service, 2020). Often, we think of some kind of physical force impacting the brain but it can also be caused by other conditions: stroke, anoxia, infectious disease, aneurysm, brain tumors, neurological insults (Ohio Department of Education, 2022).

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Assistive technologies for TBI come in three types: devices for memory and organization, devices to access information, and mobility devices (Project IDEAL, 2013). Devices for memory and organization come in various shapes and, in some cases, the students may already have them: calendar boards, schedule organizers, voice organizers, medication reminders, smart phones etc. Devices to access information include speech recognition software, screen reading software, tinted overlays for reading. Luckily, these are becoming more and more abundant and accessible. Google Docs, for example, have both voice typing and screen reading. Mobility technologies include canes, walkers, and wheelchairs. These vary in price. For cases of TBI that affect mobility, the assistive technologies used need to be determined with help of an occupational, physical, or mobility specialist (Assistive Technology & Accessible Educational Materials Center, 2013).

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Accommodations need to be carefully planned and needs to start with determining the knowledge baseline (Project IDEAL, 2013). The teacher needs to encourage repetition, use consistent routines, provide examples/demonstrations, use direct language, allow processing/attention time, encourage repeated practice, teach memory strategies, and reduce distractions. Sometimes students will need more time to do assignments or might be only able to work with 1 or 2 steps at a time for longer tasks. Many checks for understanding (formative assessment) are needed too.

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Can be found here: http://www.biausa.org/

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Assistive Technology & Accessible Educational Materials Center (2013). Assistive Technology Resource Guide. https://www.ocali.org/up_doc/AT_Resource_Guide_2013.pdf

Dragoo, K. E. (2020). The individuals with disabilities education act: A comparison of state eligibility criteria. Congressional Research Service. https://crsreports.congress.gov/product/pdf/R/R46566

Ohio Department of Education. (2022). Traumatic brain injury. https://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Traumatic-Brain-Injury

Project IDEAL. (2013). Traumatic brain injury. Texas Council for Developmental Disabilities.

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

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Thomas Sheltra: Category 10 Other Health Impairment:

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Thomas Sheltra: Category 10 Other Health Impairment:

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Under this category, there are several impairments like: diabetes, ADD, ADHD, Tourette's syndrome, and others that allow students accommodations under a 504 plan. (http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf)

I'm going to focus on epilepsy. My niece was recently diagnosed with it, and very curious about how schools approach engaging with students who have epilepsy.

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Epilepsy is a neurological disorder where the brain sends electrical signals all over the body all at once and causes seizures. (Epilepsy Foundation).

There are 15 different types of seizures that can look like someone is staring off into space, mumbling or slurring their speech, shaking uncontrollably, or passing out.

Reference: https://www.epilepsy.com/what-is-epilepsy

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Epilepsy is the fourth most common neurological disorder in the world. If you have epilepsy, surges of electrical activity in your brain can cause recurring seizures. We can help you understand everything you need to know about epilepsy and what you can do about it.

Understanding Epilepsy Basics

Epilepsy is a brain disorder that causes recurring, unprovoked seizures. Your doctor may diagnose you with epilepsy if you have two unprovoked seizures or one unprovoked seizure with a high risk of more. Not all seizures are the result of epilepsy. Seizures may relate to a brain injury or a family trait, but often the cause is completely unknown.

The word "epilepsy" simply means the same thing as "seizure disorders." It does not state anything about the cause of the person's seizures or their severity.

Bri's Story

I was diagnosed with epilepsy at five years old. I had around twenty-one seizures a week, experienced multiple EEGs, trialed multiple medications, and was prescribed twenty pills a day.

Read More

Find an Epilepsy Specialist

Ready for help? Find an Epilepsy specialist who can help guide you through your epilepsy journey.

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Epilepsy, the fourth most common neurological disorder, affects people of all ages and can cause unpredictable seizures. Learn more from the Epilepsy Foundation.

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Thomas Sheltra: Epilepsy Do's and Don'ts 

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Thomas Sheltra: Epilepsy Do's and Don'ts 

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Seizures & You: Take Charge of the Storm Jr. (Grades K-5)

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Thomas Sheltra: Epilepsy Problems and Solutions

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Thomas Sheltra: Epilepsy Problems and Solutions

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1: Problem:
Missing School: Students with epilepsy miss 5 or more days of school on average (EdMedKids).

1: Solution:
Educators and administrators should inform and educate parents and the school community on what epilepsy is, promote an educational plan for that student, and greater communication between stakeholders.

2: Problem:
Interpersonal and Emotional Problems: Those with epilepsy are more prone to develop self-esteem and anxiety problems due to the stigmatization of having seizures, and the lack of public awareness of what epilepsy is. Students are also at a higher risk of bullying due to their condition (Ibid).

2: Solution:
Educators who see someone showing signs of depression or anxiety should be referred to the school counselor or psychologist.

Also, promoting awareness within the school and the community can help destigmatize what epilepsy is, and how students with epilepsy can still play sports, be active participants in school and other extracurriculars, but that seizures are a part of this disability, and broadening the communities understanding of epilepsy can reduce the stigma associated with it.

Reference: https://edmedkids.arizona.edu/content/classroom-problems-and-solutions-epilepsy

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What we know:
Missed school days are a risk. One study found that during a six month interval nearly 30% of students with epilepsy missed 5 or more school days. The most common reasons parents give for school absences are: medical appointments, epilepsy related tests, and same-day seizure occurrences. Furthermore, 70% of parents in a similar study said they would permit their child to miss school even on seizure-free days. Students with epilepsy also appear to have an increased risk for depression, and in turn depression itself may prompt still more missed days (such as a depressed student forgoing school).

Research links the following family factors to fewer missed school days: (1) parents who affirm the necessity of regular school attendance, (2) parents who avoid overprotection, (3) families that have successfully adjusted to their child's disease, and (4) positive family-school relationships.

A second set of factors concerns epilepsy itself. Specifically, one study found that children recently diagnosed with epilepsy (diagnosis less than 4 years ago) missed more school days. The researchers speculate this may result partly from the more intensive medical evaluations and frequent doctor visits that a recent diagnosis necessitates. Additionally, more severe and/or frequent seizures, tonic-clonic seizures (see Medical Facts), and use of anti-epileptic drugs predict more missed school days. On parents' part, lower educational attainment and limited knowledge about their child's epilepsy also predicted attendance problems.

Missed school days, however, might be only a small part of the missed instruction picture. Classroom seizures can cause missed learning experiences. In some cases, virtually unnoticeable seizures (see Medical Facts for information regarding different seizure types) occur over 100 times per day. Even if subtle and hard to detect, these seizures can trigger missed directions, slowed seatwork, and derailed multiple-step problem solving. Furthermore, immediately after a seizure (the post-ictal period), students are often transiently confused, hindering comprehension of instructions, constraining learning new material, and limiting memorization. Teachers should recognize that the length of educationally-relevant post-ictal disruption varies from student to student. Also variable is students' (or their teachers') receptiveness to instruction after a seizure; one study found that two-thirds of students who seize at school immediately go home.
What to do:
The EdMedKids website suggests that educators consider working with parents on several dimensions that predict good attendance among ill students.

A first step is to emphasize for parents the unequivocal value of their youngster daily coming to and staying at school (unless his/her doctor indicates otherwise). Thus, a student's individual plan can specify circumstances in which staying home (or going home) is permitted; alternatively, a method might be created for contacting the doctor's office to okay leaving school on a per situation basis. Such a plan conveys parents' commit to school attendance and can help circumvent potential parental overprotection, an understandable reaction to a student who might seize at school.

A second step is to enable parents to become informed about epilepsy and, more broadly, to help parents adjust to the reality of their child's epileptic status. Sites such as the Epilepsy Foundation provide parents with valuable information. For families with limited literacy or limited internet access, learning about epilepsy and its management directly from a school nurse or a health care provider may promote regular attendance.

A third step is to foster home-school communication. Teachers can help by using daily report cards that outline work completion, assignments to be completed, and any medically relevant changes in school behavior (see the Teacher Toolbox for an example of a daily report card). Frequent (doctor-approved) absences suggest that a formal plan for conveying assignments to home or setting up homebound instructional services might be needed. Because intense school avoidance problems can crop up in students with epilepsy, any homebound (or extended absence) arrangement should be approached with circumspection and periodically reviewed to assure that it remains in the student's best interest.
What we know:
As a group, students with epilepsy score worse on measures of attention, concentration, and verbal short-term (working) memory than classmates without epilepsy. In fact, research documents rates of ADHD three to four times greater (12%-25%) for students with epilepsy than students in general (3%-7%). Other students have slowed information processing. Thus, teachers may note some students with epilepsy who routinely struggle to complete their school work, even when trying to do their best.

Less familiar to teachers are intermittent problems that characterize a few students with epilepsy. Specifically, it appears that working memory and language can be disrupted by very brief (e.g., 3 second) subclinical brain discharges. Research suggests that although these disruptions, termed transitory cognitive impairments (see Medical Facts), are brief and intermittent, they can nonetheless keep students from mastering subject area skills necessary for academic success. What is more, side effects from anti-epileptic drugs (AEDs) and sleep disturbances prompted by nighttime seizures can also hamper work completion and constrain attention via daytime sleepiness and lethargy.

The risk of work incompletion is not equal among all students with epilepsy. Students with poorer seizure control tend to experience more problems. The same is true of those who must take more than one medication (AED) to achieve seizure control. Students with symptomatic epilepsy (see Medical Facts) are especially vulnerable to classroom problems, including inattention and work incompletion. Not surprisingly, problems with depression and anxiety have the potential to compromise classroom performance.
What to do:
Parents and health care providers need to hear from teachers when attention, concentration, memory, lethargy-related, or language problems arise; this is in part because these problems might be AED side effects. EdMedKids suggests that any epilepsy treatment adjustments targeting improved classroom attention or work completion include monitoring the student's classroom attention (or work completion) before, during, and after treatment adjustments. Feedback to the health care team via school team members such as school nurses, school psychologists, or school counselors, is important in these circumstances. Use of observation checklists when treatment changes are made can help determine if there is a concomitant improvement in attention and work completion (see the Teacher Toolbox for a sample observation checklist).

Interventions that teachers can use (and monitor for effectiveness on a per case basis) include:

Frequent repetition of material

Redirection

Cueing

Memory learning strategies such as mnemonics

Extra time for assignments and exams

Non-timed assessments to measure performance

Break tasks down into simpler steps

Provide several brief tests instead of one long one

Use a recognition format for exams rather than a recall format

Test for understanding rather than specific facts

When work completion or classroom inattention remains problematic, an OHI or 504 designation may be in order (see Disability Rights). With or without such a designation, using a behavioral consultant or school psychologist to conduct a functional behavioral analysis (often simply called an FBA) may reveal antecedents and consequences associated with effective and ineffective work completion (see the Teacher Toolbox for sample letters requesting assistance). Considerable educational research confirms the utility of FBAs for promoting classroom success, including improved work completion.

Interpersonal and emotional problems
What we know:
It will surprise few teachers that students who seize risk diminished self-esteem and anxiety about being stigmatized. Research, however, suggests that children with epilepsy may perceive their own characteristics and their illness much worse much than others do. Understandably, children with epilepsy risk feeling loss of control and learned helplessness, in part because of the inherent unpredictability of when and where a seizure might appear. Children's low self-esteem also has been shown to contribute to peer-rejection, age-appropriate activity avoidance, and social isolation. Furthermore, research has shown that low self-esteem predicts poor academic performance. In fact, one study found that students with more frequent seizures and poorer self-concepts were at greatest risk for academic problems.

Besides low self-esteem, children with epilepsy risk a host of related psychological disorders and adjustment problems. For instance, research documents that children with epilepsy are three to six times more likely (21%-60%) to develop psychopathology than the general population (6.6%). Increased rates of anxiety and depression are also linked to childhood epilepsy. Depression appears to be especially problematic, as an estimated one in four children with epilepsy will develop that psychiatric condition. Those who experience actual or perceived stigma, feelings of a loss of control, and negative attitudes about epilepsy appear to be especially depression prone. Needing more than one AED for seizure control (see Medical Facts) is also associated with childhood psychiatric disorder. In addition, overprotective parents of more apt to have a student (with epilepsy) with poor interpersonal adjustment.

There are interpersonal risks, as well. Students with epilepsy appear disproportionately the target of bullying. One recent study confirmed that twice as many children with epilepsy (42%) reported being bullied than healthy controls (21%); children with another illness (chronic kidney disease) encountered no such added risk (18%). Epilepsy's stigma was also evident in a very large study of U.S. adolescents - three-quarters thought that adolescents with epilepsy were more likely to get bullied, and just one-third would agree to date someone with epilepsy..
What to do:
Teachers who observe a seemingly depressed or extremely anxious student may want to refer to the school psychologist, school counselor, or alert the family who can then access health care or mental health services. If severe depression is suspected, such steps are essential. EdMedKids provides a link to the Substance Abuse and Mental Health Services Administration website, which lists community-based mental health centers across the U.S.

Regarding treatment for clear anxiety or depressive symptoms, cognitive-behavioral therapy, a treatment for depressive symptoms in general populations, has demonstrated effectiveness. Cognitive-behavioral therapy, sometimes used by psychologists or counselors at school or clinic sites, teaches students to identify negative attributions that lead to counterproductive behavior, and replace them with alternative attributions that lead to more effective behavior. Teaching relaxation techniques and coping skills have also been found to be beneficial for improving the self-esteem of children with epilepsy. EdMedKids provides a link to the Association for Behavioral and Cognitive Therapies which summarizes some evidence-supported cognitive-behavioral therapy.

In part because family stress seems to contribute to depression and low self-esteem in children with epilepsy, programs that address family communication and educate parents (and children) about epilepsy have been found effective. Thus, educators working as formal or informal teams may alert families to outside services that can help.

One way for teachers themselves to help is by limiting overprotection at school. Many doctors conclude that students with well-controlled seizures need not skip sports or vigorous physical activity. Still, clinicians usually recommend extra supervision during activities such as swimming and advise against contact sports, such as tackle football. Being allowed to participate in the same activities as peers can lead to better-developed social skills and more self-confidence. Teachers should work with the student's parents and treatment care team to develop an individual plan for each student with epilepsy. The student's plan should specify what activities are acceptable for the student to participate in and what safety precautions are needed for specific campus activities.

If there is concern that a seizure might occur in class and engender emotional scars, a preemptory classroom discussion of epilepsy may be advised. This can often be done without identifying a specific student. Any such discussion, however, must be cleared by parent(s)/guardian of the student with epilepsy. If a seizure does occur during class, classmates will likely be frightened and need an explanation of what happened. It seems logical that the social impact on the student experiencing the seizure is reduced by an effective teacher explanation and class-wide discussion. No research, however, exists to substantiate this point. If a teacher (perhaps with the help of a counselor, school psychologist or nurse) conducts a post-seizure explanation, the student with epilepsy should be allowed to choose to participate or go elsewhere. The Epilepsy Classroom website provides comprehensive lesson plans for teaching grades K-12 about epilepsy. EdMedKids also provides a link to a sample that can be sent home to parents in anticipation of a class-wide discussion about epilepsy.

Unfortunately, school-based interventions addressing self-confidence, stress reduction, or friendship building still lack empirical support. Nonetheless, school-based counseling services, or accommodations/interventions as part of an IEP's related services, seem reasonable. This is even more reasonable when baseline and follow-up data are collected to help judge actual improvement on target behaviors (see the Teacher Toolbox for sample monitoring forms).

Cognitive and academic impairment
What we know:
Especially regarding cognition and learning the precise nature of a student's epilepsy matters. As a group, children with epilepsy fare worse than children with other chronic illnesses. But research shows that much of the cognitive and academic risks occur among children with symptomatic epilepsy (who have another brain-related diagnosis) rather than those with idiopathic (epilepsy free of other brain-related diagnoses).

There are three main areas of risk for students with epilepsy:

1. General cognitive development (i.e., IQ)

2. Specific cognitive development (e.g., language or memory)

3. Academics themselves (e.g., reading and math skills; science or geography knowledge)

Regarding general cognitive development, many children with epilepsy have IQs in the normal range but some research finds the entire distribution of IQs shifted downward compared to students in general. Some children with intellectual disability also have epilepsy, but in these cases another underlying condition (e.g., a genetic or traumatic cause) rather than epilepsy per se largely explains the cognitive delay. That is, children with symptomatic epilepsy are at an increased risk for intellectual disability.

Regarding specific cognitive development, the type of epilepsy and the brain location of any particular seizure focus can matter. Students with partial seizures involving the temporal lobes appear to be especially at risk for delimited and potentially important cognitive effects. For example, because portions of the temporal lobes support consolidation of memories, a temporal lobe focus sometimes predicts problems memorizing factual material or subsequent recalling of specific facts. Epilepsy affecting other portions of the temporal lobes may also be associated with understanding and using language. As another example, a generalized seizure resulting from a severe traumatic injury to the frontal lobes might be associated with executive and attention problems.

Regarding academics skills, several factors appear to contribute to the risk. One of these is greater frequency of seizure occurrence. Positively, one research study demonstrated that students who had infrequent seizures enjoyed achievement comparable to national norms. Also encouraging is the research finding that when symptoms improve, academics also improve. Unfortunately, another study found that 24% of children with well-controlled seizures were receiving special education services. Furthermore, research demonstrates that the academic trajectory of students with frequent seizures may decline compared to healthy classmates. As this suggests, the status of students with epilepsy may change with time. For example, academic decline over a three year period in reading and math has also been observed in children with new-onset epilepsy. Children who were younger at time of diagnosis changed the most, suggesting that early disruption by epilepsy, when basic academic skills are still being learned, might be especially problematic.

Experimental investigations have yet to find an association between specific subject matter (e.g., reading, math) learning problems and epilepsy. Instead, all areas appear at risk. In fact, one recent study found that 41-62% of students with epilepsy suffered a learning disorder in at least one subject area. Indeed, research routinely documents academic underachievement (compared to IQ) among students with epilepsy when considered as an entire group.
What to do:
When teachers see a struggling student with epilepsy they should consider several steps:

1. An important first step is to refer the student to the school psychologist for a comprehensive evaluation; such an evaluation can determine cognitive and academic strengths and weaknesses. A detailed neuropsychological evaluation (perhaps by a clinic-based neuropsychologist) that assesses language, memory, visual processing, attention, and executive functioning may also be warranted.

2. Once the student's general and specific strengths and weakness are determined, teachers should try to match the curriculum and instructional approach to the student's skills.

3. Next teachers are encouraged to collaborate with behavioral specialists, special educators, or school psychologists to develop scientifically-supported accommodations to help the student succeed in class (this might involve an FBA, as mentioned above). Accommodations need to be tailored to each student's pattern of strengths and weaknesses. The What Works Clearinghouse website summarizes scientifically supported accommodations for struggling learners and can sometimes help to teachers with intervention planning.

4. If informal attempts at accommodation are unsuccessful, then formalized supports for the student via a 504 Plan or Other Health Impairment (OHI) special education designation might be considered. Given the elevated risks for learning problems among students with epilepsy, it is not surprising that they are frequent users of special education services. What is surprising is that the special education category entitled "other health impairment" (OHI) is seldom the basis for services. One study found just 16% of students with epilepsy had an OHI designation, compared to 48% for several non-OHI categories added together. Teachers are referred to the EdMedKids section on Disability Rights for more facts on these categories and considerations for special services for students with pediatric illnesses. In general the EdMedKids website encourages educators to consider the OHI options for struggling students with epilepsy, even though it historically has had low national usage.

Regarding accommodating specific memory deficits, teachers might consider:

Frequent repetition of material

Redirection

Cueing

Memory learning strategies such as mnemonics

Extra time for assignments and exams

Non-timed assessments to measure performance

Break tasks down into simpler steps

Provide several brief tests instead of one long one

Use a recognition format for exams rather than a recall format

Test for understanding rather than specific facts

Regarding accommodating specific language deficits, teachers might consider:

Provide extended time for verbal responses

Limit oral examinations and/or presentations

Allow rewording of verbal material and instructions

Slow the pace of verbal directions

Provide written directions

Pair student with a classmate to help clarify directions

Use examples and visual guidance

Direct instruction is a general teaching strategy that seems well suited to students with epilepsy. It uses scripts of designated examples and a specific order of presentation. Scripted instruction may help students focus better on instructional content because they need not contend with differences in instructional delivery. Scripts can also ensure students encounter familiar language during classroom discussions that they may have missed because of seizures. More frequent learning checks via content-specific questions may also be needed to identify skill gaps EdMedKids provides a link to the National Institute for Direct Instruction where teachers can learn more about how to implement this instructional strategy in their own classroom.

The ideas above represent sound teaching practice. However, their precise effectiveness for students with epilepsy has yet to be established by research. Thus, educators are encouraged to monitor the effectiveness of their intervention by collecting data. Asking a school psychologist or school counselor for help in collecting data may make this process more feasible (see the Teacher Toolbox for a sample letter requesting assistance from the school psychologist). If informal attempts to gain assistance are unsuccessful, then EdMedKids website recommends considering a formal OHI designation or using a 504 accommodation plan (see Disability Rights).

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Classroom Problems and Solutions - Epilepsy

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What we know: Missed school days are a risk. One study found that during a six month interval nearly 30% of students with epilepsy missed 5 or more school days. The most common reasons parents give for school absences are: medical appointments, epilepsy related tests, and same-day seizure occurrences.

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Thomas Sheltra: Epilepsy Assistive Technologies

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Thomas Sheltra: Epilepsy Assistive Technologies

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1: Apps that help for memory loss
2: Electronic Organizers
3: Breathing apps and fitness trackers to help reduce stress
4: Lightweight Macbooks or Ipads for students to use with one hands and have adapted writing styles due to their disability.
5: Pen readers

Conclusion: Based on these lists of assistive technologies, it will depend on schools, parents, and counselors in coordination with Dr's to determine the best types of assistive technologies because of the differing levels of seizures, and the severity of a students epilepsy.

References:
1: https://www.brainrecoveryproject.org/wp-content/uploads/2017/06/AT-Assessment-Quick-Guide-2.pdf

2: https://guides.library.illinois.edu/c.phpg=1040703&p=7547862

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LibGuides: Epilepsy : Common Assistive Technologies

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Sitting up, crawling, or walking later than other children of similar age

Learning to talk later or having difficulty speaking

Finding it hard to remember things

Having trouble understanding the rules of social behavior

Having difficulty "seeing" or understanding the outcomes of actions

Having trouble solving problems

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The signs of IDDs vary for particular conditions.

IDDs that are more severe may show up sooner. Some of the signs of IDD may include:

Sitting up, crawling, or walking later than other children of similar age

Learning to talk later or having difficulty speaking

Finding it hard to remember things

Having trouble understanding the rules of social behavior

Having difficulty "seeing" or understanding the outcomes of actions

Having trouble solving problems

Developmental milestones can be monitored to identify delays (e.g., in walking or talking) that could indicate an IDD.

To learn more about developmental milestones, and milestones for different ages, visit the following websites:

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What are the signs of intellectual and development disabilities (IDDs)?

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The signs of IDDs vary for particular conditions. IDDs that are more severe may show up sooner.

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Difficulty understanding new concepts
Difficulty with complex tasks
Difficulty behaving appropriately
Difficulty with communicating

Students with ID will learn but will need more time to learn new concepts and acquire new skills.

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Accommodating & Differentiating for students with ID in the classroom

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Accommodating & Differentiating for students with ID in the classroom

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1. Use baby steps

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

2. Incorporate more physical learning experiences

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

3. Start a feedback book or chart

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

4. Encourage music in the classroom

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

5. Provide visual stimulus

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

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

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

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

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

Understanding students with an intellectual disability?

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

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

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

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

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

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

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

Students with an intellectual disability in the classroom

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

For many ID children, the following difficulties may apply:

Difficulty in developing social and communication skills

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

Difficulty in understanding new or different information

Difficulty understanding or comprehending concepts that are abstract

Difficulty processing information sequentially

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

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

Teaching students with an intellectual disability

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

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

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

Using small steps

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

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

Modify teaching to be more hands-on

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

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

Think visual

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

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

Five ways to incorporate intellectual disability strategies into your classroom

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

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

1. Use baby steps

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

2. Incorporate more physical learning experiences

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

3. Start a feedback book or chart

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

4. Encourage music in the classroom

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

5. Provide visual stimulus

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

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

How we can help you with students with an intellectual disability

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

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

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

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

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

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

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

Signs of Intellectual Disability

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

learn to talk later, or have trouble speaking,

find it hard to remember things,

not understand how to pay for things,

have trouble understanding social rules,

have trouble seeing the consequences of their actions,

have trouble solving problems, and/or

have trouble thinking logically.

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

Educational Considerations

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

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

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

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

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

communicating with others;

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

health and safety;

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

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

reading, writing, and basic math; and

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

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

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

(An excerpt from parentcenterhub.org: Intellectual Disabilities)

See TherapyTravelers Special Education Teacher Jobs

Modification for Students with Intellectual Disabilities

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

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

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

Repetition of Concepts Over the Day

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

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

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

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

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

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

Teaching Practical Tips for Special Education Teachers

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

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

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

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

Provide accommodations and supports that help students with intellectual disabilities.

Accommodations are often made in five main areas:

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

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

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

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

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

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

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

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

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

Address the social aspects of the school.

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

Communicate with your student's parents.

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

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

5 Tips for Success

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

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

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

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

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

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

Other Helpful Links for Teaching Students with Intellectual Disabilities

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

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

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

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

Learn about intellectual disability.

Be patient, be hopeful.

Encourage independence in your child.

Give your child chores.

Give your child frequent feedback.

Find out what skills your child is learning at school.

Find opportunities in your community for social activities.

Talk to other parents whose children have an intellectual disability.

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

Take pleasure in your beautiful one.

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

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

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Strategies for Teaching Students with Intellectual Disabilities

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

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There are 4 levels of ID, the least severe level of ID puts an affected individual at maximum of a 12 YO's mental age.
The level of ID a student is diagnosed with will impact the way he/she is accommodated in the classroom and what type of assistive technology that is utilized.

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AT can aid students with ID in various areas of need:

Organizational:  tools that help students organize and maintain tasks and assist with memory retention such as graphic organizers and activity planners

Educational: tools that assist students in reading/writing/math skills development.  These tools are designed to accommodate the need of the students by simplifying the instructions, giving examples, repeating procedures/steps as repetition is key for helping students with ID retain information, providing feedback - examples of these types of tools/technologies include audio calculators, text to speech, speech to text

Social behavior: Students with ID need assistance to learn important social skills and AT can provide opportunities for practicing and repeating skills by providing specific scenarios where by students can - predicting outcomes - and learn appropriate responses

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1. Cambridge Dictionary | English Dictionary, Translations & Thesaurus, https://www.naset.org/professional-resources/exceptional-students-and-disability-information/int. Accessed 3 August 2022.

2. “Comprehensive Overview of Intellectual Disability.” National Association of Special Education Teachers, https://www.naset.org/professional-resources/exceptional-students-and-disability-information/intellectual-disabilities/comprehensive-overview-of-intellectual-disability. Accessed 3 August 2022.

3. “Differentiated Instructions.” Mild Intellectual Disability, https://midrk.weebly.com/differentiated-instructions.html. Accessed 3 August 2022.

4. “Psychiatry.org - What is Intellectual Disability?” American Psychiatric Association, https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability. Accessed 3 August 2022.

5. “Strategies for Teaching Students with Intellectual Disabilities.” TherapyTravelers, https://www.therapytravelers.com/strategies-teaching-students-intellectual-disabilities/. Accessed 3 August 2022.

6. “Students with an Intellectual Disability (5 Methods to Help).” Classful, https://classful.com/students-with-an-intellectual-disability/. Accessed 3 August 2022.

7. “Understanding Intellectual Disability Definitions, Intervention, and Resources.” YouTube, 26 February 2019, https://youtu.be/nE6W_b8ryHQ. Accessed 3 August 2022.

8. “What are the signs of intellectual and development disabilities (IDDs)?” National Institute of Child Health and Human Development, 9 November 2021, https://www.nichd.nih.gov/health/topics/idds/conditioninfo/symptoms#. Accessed 3 August 2022.

9. Parette Jr., Howard P., et al. “Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology.” ERIC, Teaching Exceptional Children Plus, September 2007, https://files.eric.ed.gov/fulltext/EJ967467.pdf. Accessed 3 August 2022.

10. Young, Gabrielle. “Assistive Technology for Students with Learning Disabilities.” LD@school, 10 June 2014, https://www.ldatschool.ca/assistive-technology/. Accessed 3 August 2022.

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Definition and Incidence of Hearing Impairments

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Definition and Incidence of Hearing Impairments

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Hearing impairment is defined as slight, mild, moderate, severe or profound, with deafness generally diagnosed only when hearing loss is greater than 90 dB. A hearing impairment can affect affect loudness or intensity (measured in dB) or the frequency, also known as pitch (measured in Hz). Hearing loss can affect one or both ears.

Hearing impairment is listed as low incidence under IDEA Statute, Section 1462 (c) (3) , yet according to WHO, affects 5% of the global population of which 34 million are children.

References:
https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462/c/3
https://www.specialeducationguide.com/disability-profiles/deafness/
https://www.parentcenterhub.org/hearingloss/
https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss

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Individuals with Disabilities Education Act

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Section 1462 (c) (3) - Individuals with Disabilities Education Act

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Statute/Regs Main » Statute » Subchapter IV (Part D) » Part B » 1462 » C » 3 (3) Definition In this section, the term “low incidence disability” means— (A) a visual or hearing impairment, or simultaneous visual and hearing impairments; (B) a significant cognitive impairment; or (C) any impairment fo…

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Seating the student near the teacher both increases what can be heard and also allows the student to clearly see the teacher's mouth for lip reading.

In this scenario, the teacher should avoid talking "into the board" and ensure the student has a clearly visible path to their mouth so men should avoid having beards or moustaches. Using a pre-prepared PowerPoint can also help as can handouts of any technical words or jargon. Write any deadlines and timings for the class or homework on the board or powerpoint clearly.

When playing video or film, select those with closed-captions

Minimize background noise and also ensure the room is sufficiently bright to allow lips to be seen and develop the habit of repeating the questions other students ask into the teacher's response.

Consider student group activities and how these will proceed to ensure the hearing impaired remain included.

For examinations, a personal computer could be considered to assist literacy challenges and include access to a dictionary and thesaurus.

For coursework, consider alternatives if based on interviews and be flexible with deadlines.

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired#:~:text=Students%20with%20a%20hearing%20loss,interpreters%20and%20live%20remote%20captioning.

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According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.) People who use Australian Sign Language (Auslan) often prefer to be referred to as deaf rather than hard of hearing. They see this as a positive identity rather than a negative label.

People who have a hearing loss are either pre-lingually deafened or post-lingually deafened. People who are pre-lingually deafened have lost their hearing before they acquired language. People who are post-lingually deafened acquired their hearing loss after they acquired language. For each group the impact of the hearing loss and the degree of deafness will vary.

Some people who are pre-lingually deafened use Auslan. Many received cochlear implants early at birth. Some rely on spoken language. Many communicate with a combination of spoken language and sign language. Some have normal language and literacy development. Some may have issues with literacy. It varies greatly, so it is important to understand the needs of each individual. All these factors need to be considered when assessing the types of reasonable adjustments.

People who have a post-lingual hearing loss generally acquired their hearing loss later in life. They may or may not benefit from listening devices. Some may learn sign language as a means to diversify access to communication. As with people who are pre-lingually deafened, it is important to assess the needs of each individual before implementing any reasonable adjustments. This is because the requirements of each individual can be diverse.

Students with a hearing loss may require accommodations and assistive devices to have the best access to education. Accommodations may be as simple as preferential seating or as complex as wireless assistive listening devices in the classroom. Some will require Auslan interpreters and live remote captioning. Each learner with a hearing loss should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of Hearing Loss

The learning processes of students with a hearing loss may be affected in the following ways:

Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy.

Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth.

Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver Auslan interpreters or captioning. For some it will be in the form of listening devices. For others it will be a combination of technology that includes both listening devices and computer based software.

The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student.

Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning.

Participation and interaction in tutorials may be limited. Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage.

Some students with hearing loss coming straight from the school system have been familiar with a structured learning environment, and may require a period of adjustment when entering into the post-secondary learning environment. Communication difficulties and adjustments may lead to a level of anxiety about performing in front of others. This may affect participation in tutorials, particularly for students whose speech development has been impacted by their hearing loss.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group that includes students with a hearing impairment:

Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices.

Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.

Ensure that any background noise is minimised.

Repeat clearly any questions asked by students in the lecture or class before giving a response.

Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.

It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts.

Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.

Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology - and the internet in particular - can be used to bridge many gaps.

Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible.

Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information.

In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.

Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers.

Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial. Consider tailoring these reading lists when necessary, and provide guidance to key texts.

Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many.

Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning. Consult with the providers of the service early to identify any potential changes.

Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference.

Assessment Strategies

Always consider alternative forms of assessment where necessary. Standards are not expected to be lowered to accommodate students with a disability but rather are required to give them a reasonable opportunity to demonstrate what they have learnt. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:

When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.

Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.

Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions 'signed' to them.

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Inclusive Teaching: Deaf and Hard of Hearing

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According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.)

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Assistive Technology for Hearing Impairments

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Assistive Technology for Hearing Impairments

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A Teaching Assistant can be used to make notes for the student who can then focus on lip reading, if available, they can also sign the lesson for the student.

Specific technologies, include:

Cochlea implants for the student;
Text-to-speech console for the student to participate in class activities;
Wireless assistive learning device (induction loop) so the student can hear the teacher clearly;
Voice-Amplifier to increase the intensity of voices in the class.
Google and Microsoft programs have also integrated solutions into their software.

https://www.specialeducationguide.com/disability-profiles/deafness/
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired#:~:text=Students%20with%20a%20hearing%20loss,interpreters%20and%20live%20remote%20captioning.

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Definition

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

Common Traits

Hearing loss varies in severity; however, as IDEA's definition specifies, deafness entails the most severe cases. Impairments can affect the ability to hear intensity (loudness, measured in decibels), pitch (frequency, measured in hertz) or both. Typically hearing loss above 90 decibels is considered deafness, according to National Dissemination Center for Children with Disabilities (NICHCY).

Educational Challenges

Students who are deaf face several educational barriers, which can make the following tasks difficult:

Learning by lectures

Participating in classroom discussions

Giving oral presentations

Taking oral exams

Note taking

Watching educational films

Additionally, NICHCY identifies language arts as a potentially problematic subject, specifically in topics such as vocabulary, grammar and word order.

Tips for Teachers and Parents

Armed with the right accommodations, students can overcome every educational challenge listed above. For instance, NICHCY notes that a child who is deaf could receive assistance from a note taker so that he or she can focus on lip reading during lectures, and that arranging priority seating at the front of the classroom can enable a child to lip read more effectively. A sign language interpreter can also assist by translating spoken lectures. Teachers, using PowerPoint presentations to accompany your lectures can help as well.

A sign language interpreter can also be of assistance during classroom discussions. The same goes with lip reading, although that may prove more difficult depending on the proximity of the classmate speaking. Text-to-speech assistive technology offers a deaf student the ability to share comments with the class if he or she does not use a sign language interpreter.

The same text-to-speech assistive technology can enable a student to give oral presentations and take oral exams. See 7 Apps to Use as Assistive Technology for text-to-speech iPad apps to consider. When watching educational films, enabling captions and ensuring that the child who needs to read them is seated where he or she can see them can solve potential problems. Finally, extra classroom time focused on English or the help of an English tutor can counteract the challenges this subject presents for deaf students.

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Definition of "Deafness" Under IDEA | Resources for Parents & Teachers

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How is "deafness" defined by the Individuals with Disabilities Education Act? Read about the common traits and how to support students who are deaf.

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"Visual Impairment means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.​​​" - Illinois State Board of Education (www.isbe.net)

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"There is no 'typical' vision-impaired student: the impairment may be the result of a range of conditions and its impact will depend on the type, extent and timing of vision loss."
- ADCET, Inclusive Teaching

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Accommodations & Inclusive practices for the Visually Impaired Student

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Accommodations & Inclusive practices for the Visually Impaired Student

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Information and Materials in electronic format - allows users with disabilities to adapt the information to a format which is suitable for them.

Audio or Braille options - plan in advance to locate or, in some cases, have these options prepared for class material.

"Verbalize" - Recontextualize teaching style to an audio focused experience.

Minimize Student Anxiety - make time to walk visually impaired students through new locations, experiences, and equipment.

Accommodate for Slower Reading Time - consider the limitations of what reading material is available in the format needed for visually impaired students.  Focus of necessary texts or versions of materials that are available in the required formats.

Materials in Advance - Texts, Visual Aids, Movies, Powerpoints.

Feedback -  alternative feedback mechanisms for students who struggle to see comments of notes on their work.

Environment -  fluorescent lights, sunlight , or other light sources may actually further exacerbate visual impairments.

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-vision-impaired

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Assistive Technology for Visually Impaired Students

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Assistive Technology for Visually Impaired Students

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"All students with visual impairments are entitled to the independence and efficiency afforded by technology, including assistive technology. Appropriate assistive technology enables students who are visually impaired to access information and to complete tasks efficiently, thereby enabling them to achieve the highest level of independence possible. Emerging research suggests that technology promotes acquisition of literacy, provides more equal access to information required for employment, and for access to information, in general, and facilitates social and community networks."

Kelly, S. M., & Smith, D. W. (2011).  The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research.  Journal of Visual Impairment & Blindness, 105, 73-83.

DIGITAL TECHNOLOGY

Text to Speech applications/options on web browsers, word processing documents, clocks, timers, or reading devices

Screen Magnifiers via monitor/computer options or physical magnification devices that are placed over computer monitors. Use of cameras on mobile devices can function in this manner as well.

Digital databases for braille/large print content.

Voice to text options for notetaking or composition.

PHYSICAL DEVICES

1. Oversized Technology peripheral devices for ease of operation (computer mouse/trackball, keyboard, calculator).

2. Personal desktop projection screens/monitors for individual student magnification of focus.

3. Tactile computer peripherals for multisensory interaction.

4. Refreshable Braille Displays - "A braille display can show up to 80 characters from the screen and is refreshable—that is, it changes continuously as the user moves the cursor around on the screen, using either the command keys, cursor routing keys, or Windows and screen reader commands. The braille display sits on the user’s desk, often underneath the computer keyboard. The advantages of braille displays over synthetic speech are that it provides direct access to information; allows the user to check format, spacing, and spelling; and is quiet. (AFB)."

RESOURCES

American Federation for the Blind

IRIS Center

Paths to Literacy

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Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
Speech or language impairment. (n.d.). Retrieved August 5, 2022, from https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment
Speech and language impairments are considered a high-incidence disability. Approximately 20% of children receiving special education services are receiving services for speech and language disorders. This estimate does not include children who receive services for speech and language disorders that are secondary to other conditions such as deafness. More than one-half (55.2%) of all 3, 4, and 5 year old children with a disability receive speech and language services.

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Speech Language Impairment: Students with Disabilities

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Although we associate speech and language together, they are two separate things. A child may have a speech impairment or a language impairment, and possibly both together. But ultimately they are two separate impairments that affect people in different ways.

A speech impairment affects the way someone makes sounds. Speech impairments can make talking difficult for people. Examples of speech impairments:

Stammering

Apraxia

Dysarthria

A language impairment affects the way a person uses and understands spoken language. Language impairments are classed as a type of communication disorder. There are three main types of language impairments:

Expressive Language Disorders

Receptive Language Disorders

Mixed Receptive-Expressive Language Disorders

Twinkl.com. (n.d.). Retrieved August 5, 2022, from https://www.twinkl.com/teaching-wiki/accommodations-for-speech-and-language-impairments

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Speech Disorders: Common Assistive Technologies

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Speech Disorders: Common Assistive Technologies

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What are assistive technologies?
The Technology Related Assistance to Individuals with Disabilities Act of 1988 described an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

Assistive technologies can be "high tech" and "low tech:" from canes and lever doorknobs to voice recognition software and augmentative communication devices (speech generating devices).
Augmentative and Alternative Communication Devices
Augmentative and alternative communication (AAC) is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language, various communication boards, and both manual and electronic devices help those who have trouble with communication.

Some examples of AAC include:

1. Unaided communication systems – Rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language. One advantage of unaided communication communication systems is that it does not require any technology beyond the person's body.

2. Low-tech AAC - Any type of aid that does not require batteries or electricity. This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth.

3. High-tech AAC - Any aid that requires electricity or batters. This includes specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.

Libguides: Speech disorders: Common assistive technologies. Common Assistive Technologies - Speech Disorders - LibGuides at University of Illinois at Urbana-Champaign. (n.d.). Retrieved August 5, 2022, from https://guides.library.illinois.edu/c.php?g=613892&p=4265891

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Speech pathologists and assistive technology

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Accommodations for Speech and Language Impairments

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Accommodations for Speech and Language Impairments

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Accommodations for speech impairments

There are lots of things that you can put in place to support a child with a speech impairment. Putting these accommodations in place will help make the child’s learning experience better.

Simple things like where a child sits in the classroom are important. They need to have easy access to you so that you can give them any extra support that they might need. If they are sitting far away from you, you might not be able to notice if they need any help and they may struggle with their work. So keep them close to you so if they need help you’re more likely to notice.

You can also give them non-verbal communication cards if they need to ask a question or if they need some help. We have these handy Communication Cards that you might find useful. These communication cards allow a child to communicate with other people in a non-verbal way. These can be very useful for you and the child because you can see exactly what they need.

Encourage them to take part in class discussions if they feel comfortable doing so. You can ask them questions that they can easily answer with communication cards or with hand gestures and facial expressions. If a child wants to talk, then be patient with them. Try not to correct any speech difficulties because this could knock their confidence and they may not want to attempt it again.

Make sure all the other children listen to them and are patient with them too. If people talk over them or don’t listen, they may be discouraged to do it again and it can knock their confidence.

You also need to make sure that they feel supported throughout the school day, and that you give positive reinforcement when they achieve something. Being positive, and giving them praise when they do well, will encourage them to continue learning.

If there is a certain area that the child particularly struggles with, then help them with it and come up with a solution to make it easier for the child. Having a good support system will help the child to feel comfortable, and they will be more willing to ask for help when they need it.

You can also be a good speech model for the child. Make sure you speak clearly and correctly to the class so that everybody can understand what you are saying. If a child has any questions, make sure you give the answer as clearly and concisely as you can.

Accommodations for language impairments

There are also lots of things you can put in place to help a child with a language impairment. Making sure these accommodations are in place can make a massive difference to the child’s learning and development.

Making sure the child is in close proximity to you is very important, just as it is for a child with a speech impairment. This means the child can easily ask for help when they need it. You should also encourage any kind of communication that they make. Positive reinforcement can give them confidence to keep trying!

Children with language impairments may struggle to understand verbal communication, so you could also use communication cards with them. These handy Non-Verbal Classroom Cues can be used by you to communicate instructions with the child in a way that they can understand.

Make sure you work at the student's pace. They might not find learning as easy as other children do, but that’s OK. As long as the child works at their own pace and understands what they are learning, that’s good. But it’s also OK if they need extra help to understand what they are doing.

Making sure you use clear, easy to understand language is very important too. If you speak too fast or in an unclear way, this can make it even more difficult for the child to understand what you are saying. If you speak in a calm, clear way, then they have a better chance of understanding what you are saying.

Using visual cues can also be really helpful for a child with a language impairment. It allows them to have a better understanding of what they are learning about. These don’t have to be complicated images or videos, as long as it is clear what the image is and how it relates to the topic they are learning, then it can be a good reinforcement for them.

Teach positive communication and listening in the classroom. It is important that all children are patient and listen to what another person is saying when they are talking. This is particularly important for children with a language impairment. If a child with a language impairment decides to give it a go, then making sure everyone is patient and listens to them is very important. If people talk over them or don’t listen, then they may be discouraged to do it again.

Last but not least, always check with the child that they understand what they are doing and ask if they need any extra support. Some children may not feel comfortable asking for help themselves. So, making sure that you ask, when possible, is a great way for them to communicate any issues they may have.

Twinkl.com. (n.d.). Retrieved August 5, 2022, from https://www.twinkl.com/teaching-wiki/accommodations-for-speech-and-language-impairments