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The term emotional disability can refer to the child having several diagnosable conditions, like bipolar disorder or depression, the reason I put autism in there is because previously autism was also considered an emotional disability but not anymore, so as technology advances that I think more and more treatable or non-curable disabilities will be classified. It can also mean that a child continues to perform poorly academically, while exhibiting signs of emotional disability, and doesn’t have a mental illness that fits within standard psychological diagnostics.

Some early signs of autism that we can begin to notice with the kids so we can work with them early.

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Most of the kids are at ASD Level 1, level 2 and level 3 also make our jobs educators very interesting.

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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What does it mean to have Multiple Disabilities?

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What does it mean to have Multiple Disabilities?

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When a child is considered to have multiple disorders, it means that child has two or more impairments to her or his learning.  Each disorder on its own may be severe enough to have the child placed in a special needs program. As such, when two or more disorders are present together in one learner it creates many challenges both for the student and the school as traditional solutions that the school may have for learners with particular disorders are no longer effective and new strategies must be developed.

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Deafness, or hearing loss, happens when one or more parts of the ear aren't working effectively. To understand this, it's useful to know how the ear works.

The ear and how it works

The ear has two main functions.

1. It receives sound and converts it into signals that the brain can understand.

2. It helps us to balance.

The two functions are closely related.
Diagram of the ear
The ear is the first part of the hearing system. The outside part of the ear (pinna) catches sound waves and directs them down the ear canal. The waves then cause the eardrum to vibrate.

These vibrations are passed across the middle ear by three tiny bones: the malleus, incus and stapes (sometimes known as the hammer, anvil and stirrup, known together as the ossicles). The bones increase the strength of the vibrations before they pass through the oval window into the cochlea.

The cochlea looks like a snail's shell. It's filled with fluid and contains thousands of tiny sound-sensitive cells. These cells are known as hair cells. The vibrations entering the cochlea cause the fluid and hair cells to move, much like the movement of seaweed on the seabed when waves pass over it.

As the hair cells move, they create a small electrical charge or signal. The auditory nerve carries these signals to the brain where they are understood as sound.

For an ear to work fully and pick up sound, all of these parts must work well.

The main types of deafness

Sensorineural deafness, or nerve deafness as it's sometimes called, is a hearing loss in the inner ear. This usually means that the cochlea isn't working effectively. Sensorineural deafness is permanent.

Conductive deafness means that sound can't pass efficiently through the outer and middle ear into the inner ear. This is often caused by blockages such as wax in the outer ear, or fluid in the middle ear (glue ear). Glue ear is a very common condition, especially in pre-school children. Conductive deafness is usually temporary, but it can be permanent in some cases.

It's possible for children to have a combination of sensorineural and conductive deafness. This is known as mixed deafness. One example of mixed deafness is when someone has glue ear as well as sensorineural deafness.

Deafness in one ear only is known as unilateral deafness , which can also be referred to as one-sided hearing loss or single-sided deafness (SSD).

Very few deaf children have no useful hearing. Most deaf children can hear some sounds at certain frequencies and loudness, and with the use of hearing aids or implants they are often able to hear more sounds.

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What Is Deafness? | Main types of deafness

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Get more information about how the ear works and the main types of deafness, such as: sensorineural deafness, ANSD and conductive deafness and mixed deafness

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Deaf-Blindness means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special educational programs solely for students with deafness or students with blindness.

The world of a child with deaf-blindness is limited to what can be gathered from other senses, particularly touch, and any available vision or hearing. Without appropriate intervention, this limited access leads to isolation that affects a child’s development and learning. The more severe a child’s deaf-blindness, the narrower the world from which they can learn and the more important the sense of touch becomes. Understanding the severity of a child’s deaf-blindness is the first step in helping the child expand their learning to the world beyond their reach.

Deaf-blindness, like deafness or blindness alone, is measured on a spectrum. A person may be totally deaf, totally blind, low vision, hard of hearing, or any combination of these four states. Additionally, some deaf-blind individuals will have been deaf first and be familiar with alternative techniques which focus on vision, while others may have been blind first and are therefore more comfortable with solutions that rely on hearing. Deaf-blind people may also have other advantages or disadvantages that must be considered when choosing a solution, such as poor reading skills or a higher level of tech savviness. Therefore, the spectrum of needs which must be met by solutions for deaf-blind communication are quite broad.

References:
https://sites.ed.gov/idea/regs/b/a/300.8/c/2
https://www.nationaldb.org/info-center/educational-practices/impact-on-learning/
https://nfb.org/sites/default/files/images/nfb/publications/bm/bm14/bm1409/bm140906.htm

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It may seem that deaf-blindness refers to a total inability to see or hear. However, in reality deaf-blindness is a condition in which the combination of hearing and visual losses in children and youth cause "such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness" [34 CFR 300.8(c)(2)] or multiple disabilities.

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Providing the classroom with a visual schedule can help your ED student be emotionally prepared for what is coming next. A visual schedule is a clear, posted plan for the day, including familiar pictures of all subject areas and events. This helps keep ED students from feeling out of control. The classroom should also have clear and posted rules visible at all times.

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It is important to remember to be warm and use positive reinforcement frequently with your ED student.

Positive reinforcement is immediately acknowledging the appropriate behavior that a child exhibits. This helps build confidence and trust with ED students. It can also help to decrease the number of shutdowns your student may have.

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A designated 'calm-down area' in the room can be beneficial to those who have difficulty handling emotions appropriately. This protects their privacy as well as keeps the other students safe. This area should be made up of soft furniture or pillows and should be somewhat isolated from the rest of the classroom.

Coping strategies, such as breathing exercises, squeezing a stress ball, or talking out their feelings in an appropriate way, can eliminate major outbursts and meltdowns before they begin.

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Nintendo Wii

Students who receive a reward for good behavior, tend to continue that behavior. Wii is a great way for students to stay active, play games and have some sort of emotional release when playing a game. This system can also improve social skills because it requires children to take turns and to share. This is a great way for students to interact with other peers and remain in control of their emotions!

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BrainPop: Is a great high technology website that allows for students to study and play games involving all different school subjects. It is an animated educational site for students where they can learn by doing something enjoyable and it is free for all students!

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1. Quit Light : This device is a great way to keep control of noise level in a classroom or at home. It worlds like a traffic light and keeps students alert. It is a computerized device that has different levels of sound and it is easy to use.

2. Motiv AIDER : This mid level technology is a great way to keep students focused.

3. Pull Talk : This device includes 4 detachable pouches that clip on to a students belt. The benefits of this device include improvements in communication, independence, the the build up of self confidence. This device may be used by children or adults. Students can create words of their own to improve reading skills and sight word recognition.

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1. Behaviour Charts
Examples:
-Player Catch the ball behavior chart
-Happy sports balls behavior chart

More charts can be found at : https://latitudes.org/behavior-charts/

2.Critical Thinking
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.

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Behavior Chart Benefits

It's been proven that when we measure and track efforts, the behavior of children will improve. So whether you want your kids to do their chores, eat their meals, raise their hands in class, perform better in school, potty train, or be nicer to their siblings, our free behavior charts and reward charts are a great way to support your kids and students in developing new habits. Behavior charts work very effectively with kids to increase their motivation and productivity.

We know it's no fun when your kids and students are misbehaving and not following directions. Not only do you want the best for them, but you also want things to go smoothly at home and at school. Behavior charts and reward charts can inspire children to behave better by tracking their progress and giving them an incentive or reward when they reach their goal.

Getting Started with Behavior Charts

Our free behavior charts and reward charts are great for setting clear expectations with children and they help to motivate kids to improve their behaviors through positive incentives and rewards. The free printable behavior charts and reward charts can be used alone or as a supplement to conventional behavior therapy and other behavior modification approaches.

Don't miss out on our popular Behavior Charts to the Rescue eBook, which is packed full with a lot of helpful tips and tricks on using our free printable kids reward charts and behavior charts with your child or student. It is the perfect companion to make sure you are using the charts effectively and to ensure a successful outcome.

So what are you waiting for? Scroll down the page to start downloading some free printable charts now! We hope you enjoy using our free charts!

Enjoy and Have Fun!

Once you decide on a chart, it's a simple three- step process. First, determine the behavior you want to impact, the change you want to see in your child and write it down. Make sure it is clear and direct. Then share the chart with your youngster and explain the behavioral change you are looking for. It is a good idea to have the child repeat it back to you so you can be sure there is no room for confusion. Then lastly, decide what the reward incentive will be. For this step, it is important to select something that will be motivating to your boy or girl (but that is not expensive).

If you like using our behavior charts, then please use our social share buttons to tell your friends and family about them. Be sure to check out all of the other free charts and printables we offer on our site by navigating our menu. We also suggest for you to follow us on Pinterest for more helpful goodies!

If you have any ideas on new charts that you would like to see us offer, then please send us a note. We would love to hear from you!

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Printable Behavior Charts for Home & School

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It's been proven that when we measure and track efforts, the behavior of children will improve. So whether you want your kids to do their chores, eat their meals, raise their hands in class, perform better in school, potty train, or be nicer to their siblings, our free behavior charts and reward charts are a great way to support your kids and students in developing new habits.

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1. Emotional Disturbance - https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/emotional-disturbance/
2.Emotional Disturbance - https://prntexas.org/emotional-disturbance/
3. Behaviour Charts - https://latitudes.org/behavior-charts/
4.Assistive Technology for Students With Behavior Disorders - https://classroom.synonym.com/assistive-technology-students-behavior-disorders-7219566.html

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Orthopedic impairments -  Represent the greatest range of impairments in IDEA. These would include injuries or disorders that affects the skeletal system and/or associated muscles, joints and ligaments.  They are typically subdivided into three main categories.  These categories are neuro-motor impairments, musculoskeletal disorders, and degenerative diseases and can be either temporary or permanent. Orthopedic impairments can hinder children's abilities to move or think clearly and can be a great hinderance to their learning. Some of the major causes of these impairments include amputation, fractures, cerebral palsy, birth defects, disease, burns and injury.

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Depending on the nature of the impairment a wide variety of assistive technology is available.  Due to this range a complete list would be very large so listed here are only a few of the available.

screen reading software

speech recognition software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Artificial limbs

Ramps and elevators

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As most Orthopedic Impairments have little to no cognitive affect it is recommended that children are involved in the activities classroom as much as possible.  However, there are numerous barriers to this.  Many accomodations must be made to allow for this participation.  These would include.

Instruction focusing on motor skill development

Allow for special seating arrangement to best accomodate for needs of child.

Securing specific devices required to assist with communication or other needs

Awareness of medical condition and its effect on the student - ie easily fatigued.

May not be able to participate in PE or recess activities - will need to be differentiated

Scheduling - to prevent long distances between classes or to be allowed to leave earlier to avoid congested hallways or to allow more time

May need special accommodations to allow travel to and from school

Emotional support and socialization assistance

Pain can limit amount of work a child is capable of, timing of assignments and result in higher rates of absenteeism

Behavioral issues can arise from not being like others or feeling left out.

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Numerous specialists may be required to assist with a child's development due to the multi-faceted nature of orthopedic impairments. These specialists can include:

Physical Therapists for developing motor skills or recovering from injury

Occupational Therapists for developing fine motor skills required for daily living activities

Speech-Language Pathologists for assisting students with speech and language issues

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

Others such as Massage Therapists, Music Therapists, etc.

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Assistive Technology for total deaf-blindness: Protactile (PT) 

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Assistive Technology for total deaf-blindness: Protactile (PT) 

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New touch-based language by DeafBlind people: Protactile

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Overview of assistive technology for autism.

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Overview of assistive technology for autism.

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How Technology Can Help People With Autism

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

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Assistive Technology for Autism : Innovative Tools for the Modern World

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Assistive Technologies for Deaf-Blind People

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Assistive Technologies for Deaf-Blind People

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Braille is the foundation of deafblind communication. Based on that, a deafblind person can use:

1)    Braille writer

2)    Braille embossor

3)    Perkins Smart Brailler

4)    A Slate and stylus

5)    The Tele-touch

6)    The Tele-braille

7)    The Deafbline Communicator

8)    build-in screen magnification and voice-over feature of apple products and other computers

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Communication Technology for Persons Who Are Deafblind

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Other assistive technologies for Deaf-blindness

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Other assistive technologies for Deaf-blindness

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Skip to content

By Courtney Tabor-Abbott

What Is Assistive Technology?

According to the Individuals with Disabilities Education Act of 2004, assistive technology is "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 a child with a disability." The goal of assistive technology is to increase an individual's access to school, work, or other activities of daily life. For individuals with vision impairments with or without additional disabilities, assistive technology is an essential component of daily life. The majority of products and activities in the world today are designed for people without vision impairments, or without specific attention to the needs of those with vision impairments. Therefore, many people with vision impairments will need specialized or modified equipment or materials to participate in activities equally with their sighted peers. Students require specific instruction in the realm of assistive technology in order to understand their particular AT needs and in how to access the various options in their assistive technology toolkits.

What Is an Assistive Technology Device?

It can sometimes be challenging to begin conceptualizing the items or equipment encompassed in the realm of assistive technology. When we hear the term "assistive technology device," we are often inclined to think of something high-tech (i.e. an iPad with accessibility applications or a video magnifier). Although devices like these are important AT solutions for many students, AT can also be a solution that is quite simple or low-tech.

Below are several examples of assistive technology devices that can assist students in school, at home, or in the community:

Assistive Technology for Accessing Information:

This refers to high or low-tech devices used to help a student to access either printed or electronic information. This can include:

Visual access:

Tactual access:

Audio access:

​Computer with screen reading software

Assistive Technology for Communication:

This refers to any technology that assists a student with expressive or receptive communication. These may include:

Written communication devices:

Computers and printers

Slate and stylus

Braille Notetakers

Accessible tablets

Dictation computer software, such as Dragon NaturallySpeaking from Nuance: http://www.nuance.com/dragon/index.htm

Assistive communication for those with hearing loss:

Communication assistance for individuals with multiple disabilities:

Switches

Tactile or visual object symbols

Augmentative/alternative communication devices, such as the Go Talk Communication Device from Spectronics: http://www.spectronics.com.au/product/gotalk-communication-device-series

Assistive Technology for Daily Living

This refers to devices that help support independent living skills and participation in everyday activities, including:

Labeling devices:

Identifiers:

Time and schedule devices:

Braille and talking watches

Accessible alarm clocks

Accessible calendars

Voice recorder devices for appointment reminders, such as Reminder Rosie: http://www.reminder-rosie.com

Health management devices:

Kitchen devices:

Recreation/leisure:

Assistive technology for travel and environment

This includes devices and modifications that promote independent travel of individuals with vision impairments with or without additional disabilities, including:

Navigation aids:

Environmental modifications:

Audible pedestrian signals

Truncated domes

Accessible ATM's

Assistive Technology and Transition

As students prepare to leave high school and transition into adult life, it is essential that they, their families, and their education teams also begin to consider their assistive technology needs. The transition goals of each student combined with her current needs will help to determine what types of assistive technology will be useful to the student moving forward. Students should develop proficiencies in the use of assistive devices that will allow them to gain or maintain independence or that will promote their well-being.

A student with low vision who plans to move on to employment in a retail store may need a handheld magnifier to look at product tags or considerations on how to make a store's cash register accessible.

Another student with complex developmental and communication needs planning to move into day programming with a supported work component may benefit from communication devices to express his needs or make choices in the workplace.

A student who is totally blind and planning to move on to post-secondary education will benefit from learning assistive technology that will allow him to access printed and electronic material in and outside of the classroom.

Although assistive technology does not completely eliminate the challenges presented by a vision impairment or other disability, it can level the playing field so that individuals with vision impairments with or without additional disabilities can participate more fully in the same activities of their sighted peers. As described above, there are assistive devices to promote independence and well-being in nearly every component of life, from work to leisure. Students who have access to and education in some of the assistive technology options that meet their specific needs will be empowered to expand the realm of what is possible in their own lives both in the present and as they plan for their futures.

By Courtney Tabor-Abbott

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Assistive Technology and Transition - Perkins School for the Blind

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Skip to content By Courtney Tabor-Abbott According to the Individuals with Disabilities Education Act of 2004, assistive technology is "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 a child with a disability."

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General accomodations:

Assistive technology equipment (hearing aids, assistive learning devices)

Interpreters

Notetakers

Braille materials and assistive technology

Reading machines (for students who are not completely blind)

Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)

Classroom and laboratory accommodations

Eliminate unnecessary background noise

If possible, send your teaching material to the student electronically, or transfer it onto a USB flash drive for the student.

Provide your contact information by e-mail and orally.

Allow students to audio-record lectures.

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

Arrange to meet with the student to discuss specific learning needs, strategies for success, alternatives to course assignments, and methods of evaluation when the student provides her or her letter of accommodation.

Tests, exams and evaluation accommodations

For exams that include graphic content (such as charts, maps and illustrations), you should contact your Office for Students with Disabilities to have the material transcribed into a format that’s accessible to the student; if needed, you can provide an alternate evaluation method.

Consider, when appropriate, offering alternatives to more traditional assignments and exams, such as an oral presentation instead of a written assignment or exam.

Provide extended time for tests and exams; note that students may have access to an interpreter during tests and exams to interpret questions.

Note that students may use an interpreter for oral assignments and presentations.

Reference:
https://diverselearnerinformation.weebly.com/deaf-blindness.html
https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/

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Teaching Students with Deaf-Blindness - Accessible Campus

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There are many teaching strategies you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles. Just as […]

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Doctors typically group TBIs into two main categories: closed injuries and penetrative (open) injuries.

1. Closed Injuries: TBIs with injury solely to the brain that does not fracture the skull

2. Penetrative Injuries: TBIs occur when the skull bone breaks, leaving the brain exposed

The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, psychosocial behaviour, physical functions, information processing, speech, and sensory, perceptual, and/or motor abilities. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

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Traumatic Brain Injury is an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability, psychosocial impairment, or both, that adversely affects a student’s educational performance.

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Classroom Accommodations:

Allow additional time to complete in-class assignments

Allow for extra or extended breaks

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

Allow student to audio record lectures for later playback

Provide both oral and written instructions; clarify instructions

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

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

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

Permit referencing a dictionary or thesaurus for assignments

Provide preferential seating at or near the front of the classroom

Reduce quantity of work required, in favor of quality.

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

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

Test Accommodations:

Allow additional time to complete tests.

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

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

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

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

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

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

Permit student’s use of a calculator.

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

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

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Others: How can technology help people who have suffered a brain injury?

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Others: How can technology help people who have suffered a brain injury?

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https://www.boltburdonkemp.co.uk/our-insights/posts/how-can-technology-help-people-who-have-suffered-a-brain-injury/

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1.https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories
2.https://sobolaw.com/personal-injury/types-of-traumatic-brain-injuries-tbis/
3.https://neurologycharleston.com/traumatic-brain-injury-description-prevention/
4.https://www.hopeforthewarriors.org/the-daily-effects-of-traumatic-brain/
5.https://www.brainline.org/article/accommodations-guide-students-brain-injury
6.https://www.choa.org/-/media/Files/Childrens/patients/school-program/traumatic-brain-injuries.pdf?la=en&hash=50F7C709E1D76C3F92B1BDA5857E6B61AF579724
7.https://guides.library.illinois.edu/c.php?g=497977&p=3409451
8.https://tbiresources.partnership.vcu.edu/media/tbi-resources/AssistiveTechnologyStrategiesforStudentswithTBI2017.pdf

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Definition :

Intellectual disability, formerly labelled “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 behaviour and manifested during the developmental period, that adversely affects a child’s educational performance.” 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.

Characteristics:

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

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Intellectual disability | Mental retardation | signs,causes,levels of ID

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Accommodation

The goalis to give the student with a disability equal access to the learning environment. Individualized accommodations are not designed to give the student an advantage over other students, to alter a fundamental aspect of the course, nor to weaken academic rigor.

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)

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Use multi-modal methods to present classroom materials, in order to address a variety of learning styles and strengths (e.g., auditory, visual, kinesthetics). Provide important information in both oral and written formats.

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Quiet Work Space

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.

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No tech--Graphic organizers

It integrates both text and visuals. This has been scientifically proven to be an effective way of teaching and learning. Using them can be extremely useful for both teachers and students as they will make lessons more engaging as well as easily comprehensible.

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High tech—bookshare

Bookshare® is an ebook library that makes reading easier. People with reading barriers can customize their experience and read in ways that work for them. See how it works!

It is FREE for qualified U.S. students and schools, and less than $1 per week for other members.

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https://youtu.be/w4M7P0qomIo

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

https://www.therapytravelers.com/strategies-teaching-students-intellectual-disabilities/

https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities

https://classful.com/students-with-an-intellectual-disability/

https://jaapl.org/content/early/2019/06/11/JAAPL.003855-19

https://www.bookshare.org/cms/bookshare-me

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ACC is a tool to help children with ASD with sharing how they are feeling, and thinking. It will be easier for them to express themselves to people around them.

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Autism Spectrum Disorder (ASD) describes a broad range of conditions most commonly identified as challenges with speech, nonverbal communication, social skills, plus other issues, such as repetitive behavior. The challenges to the development of the child with ASD can vary widely depending upon the individual. Assistive technology for autism can help.

Assistive technology can provide useful tools to help the individual with ASD. These tools run the gamut from simple hands-on objects to more complex technology, but all perform a vital role in helping to address the many issues related to communication, social skills, behavior, and self-care that are part of the condition.

Communication is a fundamental issue with ASD. How can assistive technology for autism help?

The range of communication issues that may present with ASD are many and can present major difficulties in the development of the child. Children with ASD will typically have difficulties with expressing themselves through spoken and written language - in severe cases not speaking at all - and failing to understand spoken language, even if there are no underlying hearing problems. This can be compounded by motor control issues that make the physical act of speaking difficult.

Despite these problems, it's incorrect to assume nonspeaking children with ASD cannot communicate or speak. An array of approaches has emerged to facilitate communication and aid the autistic child in developing communication skills. Let's explore these approaches and the assistive technology devices that support them.

Alternative and Augmentative Communication (AAC) systems

Experts agree that the sooner children with ASD are exposed to effective communication systems the more positive the effect will be on their future development and learning. The early years are vital to a child's development, and the sooner assistive technology in the form of AAC systems are introduced the more chance there is for a positive outcome.

An array of approaches can be categorized under the umbrella of AAC systems. The two primary types of assistive technology employed for AAC can be broken down into two categories:

Picture Exchange Communication Systems (PECS): PECS utilizes collections of image cards representing different activities, things, feelings, and more. PECS is a commonly used intervention method for developing communication skills for those with ASD.

Speech Generating Devices (SPG): SPGs cover a variety of devices and software that create speech from either written inputs or icons. Speech can either be created from recorded human samples or purely synthesized. Depending on the complexity of the device, they can store short simple messages or lengthy communications. Through the use of these devices, those with speech and communication limitations can learn to communicate effectively with those around them without the frustrations of mastering speech. Past attitudes that using these devices early in childhood development would inhibit speech development have been largely discarded, and their use is becoming more widespread because of advances in technology and decreasing costs.

Resources for developing communication skills with PECS

PECS was developed in the 1980s to assist in developing independent communication with pre-school students diagnosed with autism. Based upon teaching protocols put forth by B. F. Skinner, PECS is a low-tech system that utilizes pictures, cards, and charts to develop and promote communication skills in a systematic fashion. You can learn more about the theory and application of PECS with this guide.

Here are some useful PECS kits, each one designed around a single teaching and communication focus:

Picture Communication Starter Kit: This 400-card communication set is a useful starter for beginning a PECS practice. A variety of communication topics are covered, including people, action words, food, clothes, common needs, and much more. Vinyl pocket pages allow cards to be organized to create and customize communication systems.

Let's Talk About Emotions: Building emotional awareness and regulation skills can be a challenge for the child with ASD. This kit concentrates on helping the autistic child identify and express emotions with the use of emotion icon cards and a chart representing the degree of emotion.

I Can Do It! My Daily Checklist: Building routines and keeping track of responsibilities is an important part of teaching the autistic child how to develop independence. This kit employs a laminated chart and a number of plastic activity squares so that a variety of daily activities can be presented and reinforced to the child with ASD.

Visual Essentials Software: This software package provides the user with an opportunity to expand the range of cards and tools available to them. It contains over 3500 different photos, plus a variety of charts and boards that can be adapted to different situations.

Speech Generating Devices (SGDs) and ASD

SGDs can provide an important tool in allowing the person with ASD to more effectively communicate. They utilize synthesized or digitized human voices, relying upon input from keyboards or touchscreens. SGDs are not as widespread in their adoption as PECS as AAC options, but the advent of inexpensive and capable devices and apps are rapidly changing the landscape of assistive technology for autism.

Here are some popular and useful SGD options for the person with ASD.

Quick Talker 23: QuickTalker 23 is a portable, purpose-built SGD that lets a child with ASD create sentences by touching icons to string together words. Over 20 sentences with a total time of 20 minutes can be created. There are five different levels, based on differing skill and comprehension levels.

CoreVoice: CoreVoice can make any phone or tablet an SGD. It was designed by a speech pathologist to assist a variety of speech needs and the screen-based format allows an impressive amount of flexibility in set up and adaptation for individuals across the ASD spectrum. There are nine pre-made boards built into the app, plus one that can be customized for your particular needs.

Tobii Dynavox Indi with Snap + Core First: Indi is another purpose-built portable SGD that utilizes symbol-based software, Snap + Core First. Indi won an Innovation award at CES2018, and it features several different voices, plus extra features like access to social media and email. A range of compatible inputs supports devices like add-on switches, head-mouse, and more.

Tobii Dynavox I-110: I-110 is a rugged, keyboard-based SGD. It's IP54-rated for water and dust protection so it's suitable for use in a variety of environmental conditions.

Other Assistive Technology to support children with ASD

There is no single approach to working with a child with ASD. A collaborative approach among all those responsible for the child's learning and formal education is the best way to proceed. Likewise, there's no single approach to assistive technology or one particular set of devices that is right for each person.

In addition to the main categories of assistive tech we've concentrated on, there are numerous other assistive tools available.

Portable Word Processors: These feature full-size keyboards with small LCD or LED screens. They're small and lightweight and useful for children with ASD whose lack of fine motor control makes writing by hand difficult. Alphasmart Neo is a popular choice in this category.

Talking Word Processors: These software programs provide speech feedback, allowing the child with ASD to hear what they've written. This provides a vital feedback loop to improve comprehension and organization skills. The Talking Word Processor from EnableMart is an excellent example of this tool.

Assistive Listening Systems (ALD): Autism impacts how a child processes sound, creating obstacles to learning and socialization. Assistive listening devices can help children with ASD hear more clearly. This guide presents many different options to consider when beginning the search for an ALD.

Visual Supports and Organizers: Visual supports use pictures or graphics to communicate with ASD affected children who have trouble communicating through writing. They're an invaluable way for parents to communicate better with their child, and for the child to learn to communicate better with others. This guide provides an excellent starting point for creating and implementing visual organizers.

As we've seen, the majority of assistive technology for autism - whether simple or more advanced - is tied to developing effective means of communication with those who have ASD. Within each category of items, there are many options to choose from, and those who work in the field will attest to the fact that there are no easy answers or one-size-fits-all solutions. As we've seen with the increase of the use of speech-generating devices, it's certain that the technology underlying assistive technology for autism will continue to evolve and improve.
Featured Image Credit: Screenshot from Tobii Dynavox YouTube video.

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Best Assistive Technology for Autism | ASD Communication Devices

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Autism Spectrum Disorder (ASD) describes a broad range of conditions most commonly identified as challenges with speech, nonverbal communication, social skills, plus other issues, such as repetitive behavior. The challenges to the development of the child with ASD can vary widely depending upon the individual. Assistive technology for autism can help.

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Assistive Technologies to Help Hearing-Impaired Students - Monisha Jacobs

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Assistive Technologies to Help Hearing-Impaired Students - Monisha Jacobs

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Cochlear Implants

Individuals with mild to moderate hearing impairments can use cochlear implants to boost their hearing abilities. Cochlear implants are often assistive listening and residual hearing devices that help hard-in-hearing individuals access spoken speeches. The use of this devices has increased but has, in most cases, been limited to off-label use for children and adults in the United States (Benchetrit et al., 2021). However, in 2019, the US Drug Administration granted the widespread use of the devices for speech sound disorders.

A cochlear implant like the one shown above is attached to a student's ears and bypasses the ear's damaged part to deliver sound signals to the auditory nerve.

Hearing Aids

Hearing aid assistive devices help persons with their ability to amplify sounds to the receiver's ears. Hearing aids come in many forms including in the canal, behind the ear and in the ear (Adam et al., 2018). The in-the-canal hearing aid is inserted deeper into an individual's ears, and the behind the ear is installed behind the ears and connected to the ear canal. The in-ear is designed to fit the size of an individual's ear. The hearing aid devices vary in features, use and sizes, and each individual chooses any that suits their situation.

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Real-time Captioning and Transcription

Real-time captioning aids give a typewritten account or form of the verbal speech presented in discussions, meetings and lectures. It requires trained personnel and a computer to convert the verbal presentation into a written mode that the hearing-impaired individuals understand (Adam et al., 2018). Real-time captioning may vary depending on the information required such as for those needing a word-to-word presentation and those that need a summary. Examples of real-time captioning include remote captioning and communication access real-time captioning.

Frequency Modulation (FM)

The frequency modulation systems transmit sound to a particular channel or frequency, similar to radio. Like other hearing aids, Frequency Modulation devices transmit audio from the speaker to a person's hearing aid devices (Adam et al., 2018). The microphone picks up the speaker's sound, and the device's transmitter sends the audio signal via the frequency modulation signals. The systems are preferred and valuable for people with hearing impairment as they give a direct and clear transmission. This is made possible because the devices can reduce the background noise, making it easier for the listener to get the speaker's words in a noisy background.

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Teachers can also incorporate various visual and presentation materials to help hard-of-hearing students. Visual materials can include posters, maps, models, pie charts and pictures (Akay,2021). These tools give clues to students with and without hearing impairments to access information and data to participate in class discussions. Teachers must ensure that the visual materials boost the students' verbal and cognitive skills. Specifically, photographs and images are visual aids directly associated with the subject matter under discussion. Thus, even without hearing what the teacher is discussing, such materials can help the learners associate the discussion subject boosting the retention potential of the learners.

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Example of a visual aids and representation

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Example of a visual aids and representation

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Fingers Spelling and Facial Expressions

Finger spelling and facial expressions play an essential role in the communication system when passing information to hard-of-hearing students. It allows one to emphasize an idea that an individual could otherwise not have understood (Sammari & Naceur, 2022). A teacher can supplement the finger spelling with other expressions, such as facial expressions that express joy, sadness, wonder and even surprise. Notably, the more hard-of-hearing individuals can master fingers spelling, the more ability they develop to communicate with others much more quickly.

Auditory Training

This accommodation allows teachers to train students with simple and moderate hearing impairments to listen and differentiate between alphabets, words and sounds (Sammari & Naceur, 2022). Learners who master auditory training can improve their listening ability and increase their ability to comprehend information and sounds. Auditory training involves several trials intended to achieve a higher accuracy in one's listening abilities. The training starts with the student listening to several presentations, and then the student identifies the sounds they heard. Eventually, the trainer gives feedback on whether the student got the sounds wrong or correct. Students learn various and improve as they practice with the teacher.

Allowing More Time for Assignments

Hard-of-hearing students cannot hear as well as people with normal hearing abilities (Sammari & Naceur, 2022). As individuals with low hearing abilities, this group of students must be allowed more time to complete tasks. The extra time allows the students to consult in areas that they may have yet to get during lectures and be able to make the appropriate adjustments. At the same time, the extra time allows the teacher to explain concepts or deploy
hearing aid tools such as videos to aid the students. The teacher can also deploy images, pictures and maps during the extra time as a teaching aid for the class.

Training the Students on the Oral Method

Teachers can also train hard-of-hearing students to learn how to read the lips' movement. This includes learning to observe and pay attention to the gestures and faces of the speaker (Sammari & Naceur, 2022). It helps the learner associate specific lip movements with the possible words and pronunciations the speaker may use. Often the oral method training allows learners to breach the gap between what could have been missed between a speaker and the listener. Many young learners with hearing impairment can read the lips as they advance their schooling.

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Akay, E. (2021). The use of audio-visual materials in the education of students with hearing loss. International Education Studies, 14(7), 1–11. doi:10.5539/ies.v14n7p1

Adam, M., AlKhaja, S., Alsafadi, M., Sayour, M. B., Hamdan, S., & Alsyouf, I. (2018). Ranking the needs of students with disabilities at the University of Sharjah and identifying the state of the art of assistive technologies http://ieomsociety.org/paris2018/papers/488.pdf

Benchetrit, L., Ronner, E. A., Anne, S., & Cohen, M. S. (2021). Cochlear implantation in children with single-sided deafness: A systematic review and meta-analysis. JAMA Otolaryngology–Head & Neck Surgery, 147(1), 58-69. doi:10.1001/jamaoto.2020.3852

Sammari, E., & Naceur, A. (2022). The effectiveness of an intervention program for the development of social and emotional capacities of children with a hearing impairment. Psychology, 13(7), 1025-1062. DOI: 10.4236/psych.2022.137070

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ADHD stands for Attention-Deficit / Hyperactivity Disorder.  It is one of the most commonly diagnosed disorders in children.  Signs of ADHD may include, but are not limited to being  exceedingly active or fidgety compared to peers, having difficulty focusing, and/or lacking self-control.

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A speech impairment is a communication disorder affecting the ability to produce speech, including stuttering, pronunciation issues, inability to communicate, or inability to be heard.

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US children ages 3-17 diagnosed with ADHD, from 2003 to 2019

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The incident rate of students with multiple disabilities varies from country to country and over time. In the 2003-3004 school year nearly 6 million students (5,971,495) were registered in special education programs.  Of those, approximately 2.2% (132,333) were classified as having multiple disabilities.

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Isolator

The Isolator is an app that a person with ADHD can install on his or her app, computer, tablet, etc. that, when activated, will only allow the user to see and use one program or application.  For example, if a student needed to completed an online math assignment.  Using Isolator, all other software and notifications would be invisible and silent.  Only app associated with the online math assignment would be visible.

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XMind

XMind is a computer program that could particularly helpful for an individual with ADHD who also strongly identifies as visual learner and who prefers charts and pictures over reading texts.  This software boasts many features ideal for taking information and turning into some sort of picture, map, graph, chart, etc., such as mind mapping tools and gantt chart tools.

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Due to the nature of a Multiple Disorders, it will be helpful to create a sample student before discussing possible Assistive Technologies and Accommodations.

Student: Frank / Age: 5

Diagnosed with the following Disorders:

Emotional Disturbance: Anxiety disorder: Phobia

Frank’s anxiety disorder has a very acute trigger, bugs.  His reactions to bugs range anywhere from hyperventilating, to having a panic attack, where he needs to be removed from the classroom.

Deafness: Severe

Frank’s deafness is so severe that a person cannot communicate with him via spoken language.  Hearing aids have been tried and have no effect.

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Dopamine Detox

Individuals with ADHD have a higher amount of Dopamine Transporter Proteins than people without ADHD.  Dopamine Transporter Proteins are responsible for removing excess dopamine from the brain.  Since individuals with ADHD typically have a more of these proteins than are necessary, they therefore typically have lower overall levels of dopamine, which is associated with ADHD.  Another side to this, is that in today’s world, people, especially children, have an easier access to external sources for dopamine spikes than ever before.  There are social media apps, free games, cheap television, the internet, etc.   So, while historically children with ADHD have dopamine levels that were too low, today what we could be seeing are children who are so overexposed to dopamine that they are becoming desensitized to it.  Thus, they need greater and greater amounts to feel the same level of stimulus.  Day-to-day normal activities and, especially, activities that delay gratification, such as studying, learning, or exercising, seem extremely boring by comparison.  If someone’s ADHD stems from this latter cause, then removing all of these external dopamine sources, can be an effective way to begin to restore their body’s natural sensitivity to dopamine, thus improving their abilities to focus. Teachers, parents, and cafeteria staff would need to work together to help implement this for at least a month.

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Meditation

Providing ADHD students with access to mediation classes is a good alternative step to placing them on medication.  There increasingly more studies showing the health benefits of meditation, especially in regards to one’s ability to concentrate.  This is a safer way for child or adult with ADHD to combat the disorder.

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Duggal, Neel. "Attention Deficit Hyperactivity Disorder (ADHD): The Role of Dopamine." Healthline, edited by Nicole Washington, John Bassham, and Sara Giusti, Healthline   Media, 1 Sept. 2021, www.healthline.com/health/adhd/adhd-dopamine.

M, Chloe. "How To Increase Dopamine for your ADHD." CareClinic, CareClinic, 2023, careclinic.io/how-to-increase-dopamine-adhd/.

Zylowska, Lidia, et al. "Mindfulness Meditation Training in Adults and Adolescents With ADHD: A       Feasibility Study." Journal of Attention Disorders, vol. 11, no. 6, May 2008, pp. 737-46, https://doi.org/10.1177/1087054707308502.

"Meditation and ADHD." Mindworks, Mindworks Inc, 2023,          mindworks.org/blog/meditation-and-adhd/.

Centers for Disease Control and Prevention: What is ADHD?
https://www.cdc.gov/ncbddd/adhd/facts.html

10 Best Assistive Technologies for ADD/ADHD

https://disabilitycreditcanada.com/10-best-assistive-technologies-add-adhd/

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Tactile Connections: Symbols for Communication (low-tech)

This a kit that can be used both by Frank and his teachers so that they can work together to establish an effective means of communication.  Such means may include pictures and/or linking meaning to certain color signs or shapes.

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Virtual Reality Exposure Therapy (hi-tech)

In exposure therapy a therapist exposes an individual to her or his fears and/or anxiety producing triggers in a controlled environment.  If done successfully, the individual’s fear/anxiety level begins to fall with repeated exposure to the stressful event and the therapist can then work on introducing more challenging scenarios for the individual.   With the advent of Virtual Reality, a new way to expose individuals with anxiety disorders to their triggers is  available.  For Frank, this would mean that when he put on the VR headset, he would see some sort of bug that would raise his anxiety. This could be used as an intermediary step for Frank to help reduce his current reaction to the sight of bugs.  If Frank made sufficient progress with this, then he could move on to in vivo exposure where he has a real bug placed in the room with him and works on gradually lowering his anxiety in its presence.

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Imaginal Exposure Therapy

This could serve as a preliminary step to Franks VR exposure therapy.  A therapist could meet with Frank on a weekly basis in a relaxed environment and have frank visualize bugs.  Once imaginary exercises no longer produced anxiety in Frank, they could gradually work towards more difficult (realistic) exposures, such as VR.

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Assistant Note-Taker

Frank could be allowed to bring an assistant note taker to class with him to help him write or type notes classes.  At specified times throughout the day, Frank could be admitted time to go over the notes together with the assistant.

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Arnsten, Amy F T. "Stress signalling pathways that impair prefrontal cortex structure and function." Nature Reviews Neuroscience, vol. 10, no. 6, June 2009, pp. 410-22, https://doi.org/        10.1038/nrn2648 .

Cushman, Charlotte. "Instructional Strategies for Students with Multiple Disabilities." Paths to    Literacy, Perkins: School for the Blind, 2023, www.pathstoliteracy.org/instructional-        strategies-students-multiple-disabilities/.

Gupta, Sanjana. "What Is Exposure Therapy?" Very Well Mind, edited by Ann-Louise T. Lockhart, Dotdash Meredith Media, Inc., 29 June 2021, www.verywellmind.com/exposure-therapy- definition-techniques-and-efficacy-5190514.

Parette Jr., Howard P., et al. "Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology." TEACHING Exceptional Children Plus, vol. 4, no. 1, Sept. 2007, http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4

Yetman, Daniel. "Exposure Therapy." healthline, edited by Vara Saripalli, Tim Jewell, and Sofia Santamarina, Healthline Media, 21 June 2021, www.healthline.com/health/exposure-   therapy.

Young, Gabrielle, and Jeffrey MacCormack. "Assistive Technology for Students with Learning    Disabilities." LD at School, Learning Disabilities Association of Ontario, 2020, www.ldatschool.ca/assistive-technology/.

"5 Products to Help Build Literacy Skills in Children with Multiple Disabilities." Family Connect, American Printing House for the Blind, 2021, familyconnect.org/multiple- disabilities/learning/5-products-to-help-build-literacy-skills-in-children-with-multiple- disabilities/.

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

"What is Exposure Therapy?" American Psychological Association, American Psychological Association, 2017, www.apa.org/ptsd-guideline/patients-and-families/exposure-therapy.

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Arnsten, Amy F T. "Stress signalling pathways that impair prefrontal cortex structure and function." Nature Reviews Neuroscience, vol. 10, no. 6, June 2009, pp. 410-22, https://doi.org/        10.1038/nrn2648 .

Yetman, Daniel. "Exposure Therapy." healthline, edited by Vara Saripalli, Tim Jewell, and Sofia Santamarina, Healthline Media, 21 June 2021, www.healthline.com/health/exposure-   therapy.

"5 Products to Help Build Literacy Skills in Children with Multiple Disabilities." Family Connect, American Printing House for the Blind, 2021, familyconnect.org/multiple- disabilities/learning/5-products-to-help-build-literacy-skills-in-children-with-multiple- disabilities/.

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Assistive Technology for Speech Impairment

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Assistive Technology for Speech Impairment

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Many assistive devices exist to help people with speech impairments. At its simplest, picture boards can help students identify what they need by simply having the student point to the item on the board. Specialized keyboard speakers exist for the express purpose of helping people with speech impairments. If the teacher is using a computer and the student has an internet-connected device, they can directly message the teacher. Additionally, with recent development in technology and proliferation of devices, it's become more convenient than ever to simply have students type what they want using a common device like a tablet or phone, and then use an app to speak it aloud.

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No Author

"Increasing Productivity: Trying a Dopamine Detox For Your ADHD." Community Health Network, Community Health Network, 29 July 2022, mychn.org/dopamine-detox-adhd/.

"Zazan Instructions: How to Meditate." Zen Mountain Monastery, Zen Mountain Monastery, 2021, zmm.org/teachings-and-training/meditation-instructions/.

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Beyond assistive technology, teachers can pay attention to student needs with easy re-structuring of any content to offer flexibility for any discussion or speech-based assignments. (Teachers should be especially considerate of students for speaking assessments.) Non-verbal communication methods, like writing or using text-to-speech narrations for presentations, are easy solutions and fit neatly into most classroom structures.

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PECS (Picture Exchange Communication System)

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PECS (Picture Exchange Communication System)

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PECS allows people with little or no communication abilities to communicate using pictures.  A child or adult with autism can use PECS to use it as a communicate tool, to request, share thoughts, or anything that can reasonably be displayed or symbolized on a picture card. PECS works well at school and at home too.

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The Picture Exchange Communication System (PECS)

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The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures.

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Developing technology for people with autism

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Developing technology for people with autism

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https://www.youtube.com/watch?v=1yHfWwEEAxA

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Developing technology for people with autism | Cristina Costescu | TEDxMartigny

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28 Learning Disabilities in Deaf and Hard-of-Hearing Children

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28 Learning Disabilities in Deaf and Hard-of-Hearing Children

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Deafness is not. a learning disability, so why are so many deaf children underachieving?

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Deafness is not. a learning disability, so why are so many deaf children underachieving?

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Deafness is a not a learning disability. Despite this, only 36 per cent of deaf children achieved five GCSEs (including English and maths) at grades A* to C in 2014, compared with 65 per cent of other children. This is unacceptable and indicates that too many deaf children are not getting the support they need in mainstream education.

Part of the problem is that deafness is a low incidence need. More than 77 per cent of school-aged deaf children in the UK attend mainstream schools where there is no specialist provision, and in which they may be the only deaf child enrolled. That's why local authority specialist education support services play such a vital role in employing visiting teachers of the deaf to advise mainstream schools about how they can improve outcomes.

Failure to provide this advice means that deafness can often be overlooked because mainstream teachers simply don't have any understanding of the needs of a deaf child. Often these children are nodding their way through life without really understanding what is being said and missing out on vital early development.

What can schools do?

Given the right support, deaf pupils can make the same progress and achieve as much as other pupils of similar cognitive ability. However, as most teaching and learning relies on being able to listen to and hear the teacher, deaf children can face significant barriers.

And unless support is in place from the very start, deaf children may start secondary school lacking the skills they need in language, literacy, working memory or to manage socially.

The National Deaf Children's Society has recently republished its advice for secondary schools on the type of reasonable adjustments that can be made to support deaf children in a mainstream setting.

Here's an overview of some of the barriers deaf children face and what schools can do to help:

1. Insufficient medical information

Make sure the school receives all information relating to the pupil's deafness before term starts. The school must work closely with health and other education specialists who are supporting the pupil at school, such as their teacher of the deaf.

2. Inappropriately equipped classrooms

Small physical changes can improve the listening environment. For example, soft furnishings will help to absorb reverberating sounds.

3. Schools are uninformed about h earing technology

Teachers must ensure that the child has access to the best possible hearing technology (if this is their preferred method of learning), and that this is being used properly.

4. Disadvantageous s eating plans

To optimise the child's learning experience, it is necessary to seat the child where they can clearly see what is being said by the teacher and, ideally, by their hearing friends.

5. Not all staff are 'deaf aware'

It's important to raise deaf awareness across the school. This might include training all staff so that they are aware of the need to speak clearly, at a normal pace and without anything obstructing their face.

Ian Noon is head of policy and research at the National Deaf Children's Society Want to keep up with the latest education news and opinion? Follow TES on Twitter and like TES on Facebook

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SEND Focus: Deafness is not a learning disability, so why are so many deaf children underachieving?

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Deafness is a not a learning disability. Despite this, only 36 per cent of deaf children achieved five GCSEs (including English and maths) at grades A* to C in 2014, compared with 65 per cent of other children. This is unacceptable and indicates that too many deaf children are not getting the support they need in mainstream education.

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Assistive Technology for Deaf and Hard of Hearing Students

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Assistive Technology for Deaf and Hard of Hearing Students

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Individuals navigating a multitude of disabilities that often aren't evident by the naked eye, frequently do not disclose them. As a result, these individuals often aren't taking advantage of tools that can greatly assist them in their studies, workplace or daily lives.This reality is elucidated by statistics, which include:

Students managing disabilities in the classroom, are often embarrassed to share them or do not have a thorough knowledge of the resources that are available to them. With this knowledge in mind, campuses should not wait for students to self advocate for disability accommodations. Campuses can start by providing key technologies to students who are deaf and hard of hearing and consider ways to implement them when initially designing classroom and student experiences. When these students' needs are served, their academic performance and ability to reach graduation improve significantly.

What Technology Assists Students with Disabilities?

Technology can greatly support students in reaching their full academic potential. By giving them a few tools, universities can level the playing field for all students. There are also options, which often work well in combination. low, mid and high tech assistive technology
Using technology can be as simple as printing texts in larger fonts, if students struggle to read smaller text. Additional methods include offering electronic Braille to help blind students read both texts and graphs, providing transcription of lectures to help with note taking, implementing spin and puff systems to help students with mobility issues control on-screen movement with their mouths and much more.

Technology for Hearing Impaired Students in the Classroom

According to the NIDCD , there are three types of technologies that can aid students living with hearing loss in the classroom: assistive listening devices, augmentative and alternative communication devices and alerting devices.

Assistive Listening Devices

"Assistive learning devices help amplify the sounds you want to hear, especially where there's a lot of background noise," explains the NIDCD. Hearing loop systems, also known as induction loop systems, are another example. According to the American Speech-Language-Hearing Association (ASHA) , universities can connect a professor's microphone directly to a student's hearing aid with a wire that goes across the room. The electric current that moves through the wire when the professor speaks make it easy for the hearing impaired student to hear, even when the class is large or noisy. Similarly, frequency modulated (FM) systems can use radio signals to transmit sound from a professor's microphone "to an individual at a constant volume, regardless of a person's distance from the FM microphone," explains the Laurent Clerc National Deaf Education Center . Depending on the student's level of hearing loss, FM systems are used as augmentative communication devices as well.

Augmentative and Alternative Communication Devices

Augmentative devices help hearing impaired students understand others and communicate better themselves. According to NIDCD, "keyboards, touch screens" and a "display panel... [that] faces outward so that two people can exchange information while facing each other" can be used to improve communication. Campuses can implement these technologies in both classes for effective communication and in offices that provide services to students. Presenting clear texts and visuals in presentations can help professors communicate their messages more clearly to students too.

Alerting Devices

Alerting devices adapt sound to other forms of communication. For example, when a fire alarm goes off on campus, it may also blink intensely with a bright red light to get the attention of students who are hearing impaired or deaf. Speech-to-text devices for hearing impaired students have also been a game changer. Also known as speech synthesis, these devices translate human speech to text. As technology has progressed, these devices have become more efficient, now reaching 99% accuracy.

How Modern Technology Helps Students with Hearing Loss

Technologies designed for hearing in the classroom are abundant and diverse. For example, When these devices, or other The system also gets smarter the more it is used, which makes providing accurate course transcription and As a result, institutions can feel comfortable providing real-time captions of lectures or automatic speech recognition, or ASR, software often helps with the differentiation of different voices in classrooms. The transcribed text can help students determine who said what. This usage comes into play during class participation or when students speak out of turn. transcription software products, are powered by artificial intelligence and machine learning, they can also be trained to understand course material. To make the tech smarter, software providers often input related articles, books, current event information and terminology into the system. closed captions for course videos easier, faster and more cost effective. webinars to students. Real-time captioning is helpful for all students, in addition to those who are deaf or hard of hearing, by providing them with another method of retention - a visual aid.

Technology Helps All Students, Not Just Those with Disabilities

When you provide technology that assists students who are deaf or have hearing loss in classrooms, you also serve a wide range of student groups that do not have disabilities too. Students studying in their second or third language might find it easier to follow what's being said if captions are provided. Captions also help when reviewing course videos on a train for example, as students commute, but are unable to play the audio out loud. By planning ahead to serve diverse needs, campus leaders can provide personalized learning paths with technologies that assist in improving all students' performance, whether or not these individuals actively seek out the university's help. Academic transcription software can also be used to support students without disabilities, but who struggle with note taking or those who miss a class and need access to its lecture material.

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Assistive Technology for Deaf and Hard of Hearing Students | Verbit

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Learn why campuses should start providing assistive technology for students who are deaf and hard of hearing and ways to implement them.

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Assistive Technology for Disabled students Video & Lesson

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Assistive Technology for Disabled students Video & Lesson

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L11  Assistive Technology for Disabled Students   Video & Lesson

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Accommodations 101: Assistive Listening Devices

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-Reduce background noise
-Provide Preferential Seating
-Ensure Student Can See Your Face
-Pre-Teach New Concepts
-Get Attention Before Speaking
-Supplement with Visuals
-repeat/Rephrase Information
-Check for Understanding
-Support Hearing Technology

Reference:
Stacy Crouse,Classroom Accommodations for Children with Hearing Loss(Jan 15, 2022)

https://www.stacycrouse.com/amp/classroom-accommodations-for-children-with-hearing-loss

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Do you have students with disabilities or special needs? If so, you may benefit from assistive technology: a technology used by an individual with a disability to perform a function that might otherwise be difficult or impossible.

Recent research has identified a positive correlation between improved reading abilities and mental health and students with reading disabilities' use of assistive technology apps. We've compiled a list of the best 30 assistive technology apps for children and adolescents, and arranged them according to category of usefulness:

Vision assistive technology apps

Speech, hearing & communication assistive technology apps

Time & task management assistive technology apps

Emotional/behavioral assistive technology apps

Motor skills assistive technology apps

Miscellaneous assistive technology apps

What do all of these apps in common? They empower young learners to try out and identify resources that will help them be successful in a learning or community environment. Which of the following assistive technology apps do you use most frequently? Which apps are noteworthy but not included on this list? Feel free to share your favorite resources our way!

See also 15 Questions To Ask About Tech Integration In Your Classroom

Vision
Be My Eyes
Volunteers all around the world answer calls to help users read, coordinate outfits, cook, operate machinery, and more tasks. The average wait time is only 15 seconds!
Matrix Game 1 and Matrix Game 3
Matrix Game helps users develop their visual perception skills. Children can improve their attention, concentration, visual discrimination, spatial orientation, classification, and categorization skills through these games.

Speech, Hearing & Communication
Articulation Station
This app's 22 sound programs target sounds in the initial, middle, and final positions of words, sentences, and stories.
Avaz AAC
Communicate using pictures and text - Avaz lets you tap words to form sentences, access core words, and personalize words quickly.
ClaroSpeak Plus
This reading and writing app offers high quality text-to-speech and cloud storage integration.
Flip Writer
Designed for adults and children with speech or hearing impairments, Flip Writer allows users to type messages displayed on two displays (one facing inward and one facing outward).
Natural Reader
Natural Reader allows users to upload their e-textbooks, eBooks, and class notes in order to listen to them as audio files. The app reads text, PDF, webpages, and eBooks.
OverDrive
One of the most highly-reviewed apps on this list, OverDrive allows users to borrow eBooks and audiobooks and to stream videos from their library.
Pictello
Users can create stories, schedules, slideshows, and more on Pictello, which includes text-to-speech capabilities, multimedia integration, and more exciting features.
Proloquo2Go
Geared for people who cannot speak or need help being understood, this app features natural sounding voices to communicate with others.
SentenceBuilder
SentenceBuilder is made to help aged 4-13 learners build grammatically correct sentences. The app includes over 100 pictures, 60 encouragement animations, and statistics to track progress.
TalkTyper
A speech-to-text app that allows users to record audio and instantly translate it into text form.
The Sounding Out Machine
Readers can sound words out with this helpful app. Features enable users to chunk words into syllables and use phonics to sound out words.
Voice Dream Reader
Listen to any document or ebook via text-to-speech software. The app offers 36 built-in iOS voices in 27 languages.

Time & Task Management
Choiceworks
This app helps children manage daily routines, intense emotions, and communication skills. It includes a Schedule Board, Waiting Board, Feelings Board, and Feelings Scale.
Companion by Identifor
This app (designed for teens and adults with Autism Spectrum Disorder) centers Abby the avatar, who helps students manage calendars, set reminders, navigate school and work schedules, manage money, anticipate the weather, and more.
Evernote
Students can organize all of their notes (written, typed, and visual), conquer to-do lists, and connect with Google Calendar.
I'm On It: Focus Timer for ADHD & ASD
This timer helps those who have difficulty staying focused on a task at hand. Users can set timers for up to 60 minutes, divide large tasks into chunks, and hear audible reminders or silent vibrations to cue them to stay on task.
Memory Training
Children can improve their focus, problem-solving, and multitasking skills by keeping distractions and impulses in check.
Too Noisy
Help students learn how to manage their volume in indoor settings with Too Noisy. This app graphically displays the background noise level within a room.

Emotional/Behavioral
Breathe, Think, Do with Sesame
Teach problem-solving, self-discipline, planning, and task persistence skills with a Sesame Street monster friend (available in English and Spanish).
iMoodJournal
Track your mood, sleep patterns, medication, symptoms, stress levels, anxiety, energy levels, cycles, and more in order to gain insight into your patterns of thinking and living.
Model Me Going Places
Designed for children with Asperger Syndrome or Autism, Model Me Going Places helps users navigate potentially challenging community locations, like salons, shopping malls, doctor's offices, playgrounds, grocery stores, and restaurants.
Positive Penguins
Build resilience in learners by journeying with four positive penguins, designed to help children learn that feelings arise from their own thinking, and if they challenge their negative thought patterns, they can see things in a more optimistic light.

Motor Skills
Busy Shapes
Help children improve their ability to handle simple projects through a series of interactive puzzles.
GoNoodle
GoNoodle hosts over 300 dance videos, yoga exercises, and mindfulness activities for young children. The library includes great activities for brain/movement breaks.
Otsimo Special Education
Otsimo is an award-winning app created for children with learning disabilities, ADHD, autism, Down's syndrome, Asperger's, and other special needs. Otsimo teaches essential concepts that help develop thinking, communication, and motor skills.

Miscellaneous
Air Sketch
Turn your iPad into a wireless whiteboard and project live sketches to a nearby computer in three simple steps.
Montessori Numbers
Montessori Numbers helps children learn the relationship between numbers and the quantity they represent. This is a great app for students who have math-related learning disabilities.
SoundNote
This tool tracks what students type and draw while simultaneously recording audio, so if the learner misses a bit of information, they can play the audio back and fill in the gaps in their notes.

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What do all of these assistive technology apps in common? They empower learners to try & identify resources that will help them be successful.

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Reference:
Stacy Crouse,Classroom Accommodations for Children with Hearing Loss(Jan 15, 2022)

https://www.stacycrouse.com/amp/classroom-accommodations-for-children-with-hearing-loss

Megan Banker, The 30 Best Assistive Technology Apps  (January 6, 2022) https://www.teachthought.com/technology/assistive-technology-apps/

https://www.ndcs.org.uk/information-and-support/childhood-deafness/what-is-deafness/

Lindsey C. Edwards, 28 Learning Disabilities in Deaf and Hard-of-Hearing Children, The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

(18 September 2012)

https://doi.org/10.1093/oxfordhb/9780195390032.013.0028

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Eye functions include form, color and light. Vision is a function that accurately represents form perception, which can be divided into central vision and peripheral vision. Central vision is obtained through the center of the macula, and peripheral vision refers to the retinal function outside the macula. Therefore, vision is one of the specific manifestations of visual function. Visual impairment, although slight, also indicates that visual function has been affected.

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Blindness is also known as blindness. According to the definition of the World Health Organization, blindness means that the vision of the eyes with better vision is less than 0.05 or the central visual field is less than 10 degrees under the best correction.

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A separate area is set up in the classroom, which includes tables and chairs with strong sense of touch. There is braille on the table (students need to learn Braille in special education class in advance), and the teacher prints Braille in advance in the classroom handout and gives it to students. Among the students, we encourage everyone to respect and equal him, let the student seat be adjusted to the place close to me, so that students can ask me questions. Use Ipad and other technologies to assist students in learning. Set up blind roads in the classroom, leading to toilets, emergency exits and other positions. Emergency buttons are set on the table and wall to facilitate students to ask for help in case of emergency.

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1.失明 (baidu.com)
2.失明（医学术语）_百度百科 (baidu.com)
3.百度百科_全球领先的中文百科全书 (baidu.com)

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A developmental delay is defined as a child who has not gained the developmental skills that are expected of him or her, compared to others of the same age. Delays may occur in the areas of motor function, speech and language, cognitive, play, and social skills. etc.

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At SSM Health, we know it can be scary to learn your child may have a developmental delay. However, it's important to know there are treatment options for this diagnosis and it generally does not predict future intelligence. Every child grows and learns differently and we're here to help yours reach his or her full potential.

A developmental delay refers to a child who has not gained the developmental skills expected of him or her, compared to others of the same age. Delays may occur in the areas of motor function, speech and language, cognitive, play, and social skills. Global developmental delay means a young child has significant delays in two or more of these areas of development.

Causes of Developmental Delay

There is not one cause for delays in development. Factors that may contribute can occur before a child is born, during the birth process, and after birth. These could include:

Genetic or hereditary conditions like Down syndrome

Metabolic disorders like phenylketonuria (PKU)

Trauma to the brain, such as shaken baby syndrome

Severe psychosocial trauma, such as post-traumatic stress disorder

Exposure to certain toxic substances like prenatal alcohol exposure or lead poisoning

Some very serious infections

Deprivation of food or environment

In some cases, it may not be possible to find the cause of the developmental delay.

Signs and Symptoms of Developmental Delay

There are many different signs and symptoms of delay that can exist in children and often vary depending upon specific characteristics. Sometimes you may see signs in infancy, but in other cases they may not be noticeable until your child reaches school age. Some of the most common symptoms can include:

Learning and developing more slowly than other children same age

Rolling over, sitting up, crawling, or walking much later than developmentally appropriate

Difficulty communicating or socializing with others

Lower than average scores on IQ tests

Difficulties talking or talking late

Having problems remembering things

Inability to connect actions with consequences

Difficulty with problem-solving or logical thinking

Trouble learning in school

Inability to do everyday tasks like getting dressed or using the restroom without help

If there is an underlying medical reason that causes the developmental delay, identification and treatment of that condition may improve your child's developmental skills.

Therapies for Developmental Delays

Although there is no cure for developmental delay, therapies directed to the specific area of delay are very effective in helping children catch up to their peers. These types of therapies may include:

Physical Therapy

Physical therapy is often helpful for children with delays in gross motor skills.

Occupational Therapy

This can addresses fine motor skills, sensory processing and self-help issues.

Speech and Language Therapy

Speech therapy is typically used to address problems in the areas of understanding and producing language and speech sounds.

Early Childhood Special Education

Early childhood special education provides stimulation for early developmental skills, including play skills.

Behavioral therapy

This may be needed in some children for behavioral difficulties that affect socially appropriate behaviors.

At SSM Health, our world class team of developmental pediatricians and wide range of specialized therapists all have extensive experience working with families and children with developmental delays. Contact us today to set up an appointment or to learn more about the variety of resources we have to offer.

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Developmental Delay: Causes, Symptoms, & Therapies

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At SSM Health, we know it can be scary to learn your child may have a developmental delay. However, it's important to know there are treatment options for this diagnosis and it generally does not predict future intelligence. Every child grows and learns differently and we're here to help yours reach his or her full potential.

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If a child is diagnosed with developmental delay, Luke Smith explains, the earlier they get treatment, the better. The specific treatment for each delay can vary, depending on the individual circumstances. However, in addition to treatments recommended by the child’s physician, therapist, or specialist, parents can also use ed-tech for further improvement of their child’s development. It is accessible for any families and children.

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Photo by Julia M Cameron
Ed-tech, or educational technology, can have numerous benefits for children. It can enhance the learning experience, provide them with more opportunities, teach them real-world skills, and it can even help with developmental delays.

Developmental delays are essentially skills or functions that are not quite at the level of what is considered average for a child at their age. While having a child with a developmental delay can be scary for a parent, it doesn't mean they have a disability or cannot overcome the delay.

No two children are the same, and just because one might be a little behind does not mean they are less than or that there is anything significant to be concerned about. It just means they might need a little extra help to catch up to the rest of their peers.

Luckily, with advances in technology, many ed-tech tools are available that can significantly improve the learning experience for children with delays, some of which can help them fully overcome their delays.

Common Developmental Delays in Children and the Ed-tech That Can Benefit Them

Developmental delays in young children can occur for any number of reasons, including premature birth, genetic conditions, disabilities, malnutrition, and more. And the type of delay can vary from one child to the next. Some children might only experience a delay in one area, while others might have delays in several areas.

The primary areas that a child can experience a developmental delay include:

If a child is diagnosed with a developmental delay, the earlier they get treatment, the better. The specific treatment for each delay can vary, depending on the individual circumstances. However, in addition to treatments recommended by the child's physician, therapist, or specialist, you can also use ed-tech to further improve your child's development.

Speech and Language Delays

Speech and language delays are the most common developmental delay experienced by young children. Children with delays in these areas likely won't speak or communicate in the same way as other children their age, including verbal and nonverbal communication.

It's also important to note that speech delays and language delays are not necessarily the same. If a child understands words and their meaning, and knows how to form sentences but simply is unable to speak well, they have a speech delay (but good language skills). In contrast, a child who can speak and form words but who doesn't know how to put those words into sentences has a language delay (but good speaking skills).

To work on a speech or language delay, you can talk and sing more with your child, read to them daily, and reinforce speech and language throughout the day. In addition, STEM-focused education has been shown to significantly help children with language development, on top of its other benefits.

Numerous educational technologies can help with speech and language development. Parents, teachers, and speech-language pathologists can use things like iDevices, Smartboards, or dynamic Boardmaker activities. Even YouTube is a great resource for educational videos that can help with speech and language development.

Visual Developmental Delays

Visual delays are essentially problems with eyesight. All children start with blurry vision at a very young age, but as they grow, their eyesight should improve. If it doesn't, it is a sign that they might be having a vision delay.

Vision problems can be genetic or they can develop on their own for various reasons. The most common causes of vision problems and delays in young children include refractive errors, infantile cataracts, amblyopia (lazy eye), retinopathy, and strabismus (cross-eyes).

Typical treatments for vision delays involve corrective surgeries, eye patches, glasses, or contact lenses. However, if medical treatments don't work - or even if they do but the child still struggles - many ed-tech tools can help with vision impairments. Some examples include Audio Exam Player, Audible, and BrailleTouch.

Motor Skill Developmental Delays

Motor skills are related to a child's movement, such as crawling, walking, using utensils, holding a cup, or kicking and throwing a ball. When a child is first born, they do not have a lot of strength or control of their body, but these skills tend to develop as they grow. If they are behind in learning to crawl or walk or if they struggle with fine motor skills, they could have some kind of motor skill delay.

Causes of motor skill developmental delays can include:

Premature birth

Ataxia (muscle coordination defect)

Cerebral palsy

Cognitive delays

Vision problems

Myopathy (muscle disease)

Spina bifida

Depending on the cause of the motor skill delay, treatments can vary greatly. This can include surgeries and medications, physical therapy, and movement assistance devices. There are also a lot of excellent educational tools and resources that can help children better develop their motor skills, such as Button Board, Special Words, Dexteria, OctoPlus, and Make a Scene: Farmyard.

Social and Emotional Delays

Children who are more reserved and shy might have trouble interacting with adults and other kids socially. But if their behaviors are extremely withdrawn, and they struggle to communicate and connect emotionally, it could be a sign of a social or emotional delay.

Delays in these areas can be caused by neurodivergence, cognitive delays, neglect or abuse, ineffective parenting, or attachment issues. Like many of the other types of delays, treatment for a social or emotional delay can also vary depending on the individual child and the cause of the delay.

No matter the root cause, ed-tech tools for social and emotional learning are readily available, especially as social and emotional conditions are so common amongst children, teenagers, and young adults today. Some popular tools and resources include LearnSafe, Robots4Autism, and Common Sense Education.

Final Thoughts

If you suspect your child has a developmental delay, it's important to stay calm and continue giving your child the love and support they need. Some children just take a little longer to learn and develop skills, so they might not specifically have a delay but could just need a little extra help.

If you do think they have a delay, talk with your doctor. They can recommend options or refer you to a specialist. And remember, the internet is also full of helpful resources and tools. While specific medical treatments and therapies might be needed, ed-tech can also be a useful tool in helping your child overcome their developmental delay.

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How Ed-tech Empowers and Educates Children Through Developmental Delays - Emerging Education Technologies

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Photo by Julia M Cameron Ed-tech, or educational technology, can have numerous benefits for children. It can enhance the learning experience, provide them with more opportunities, teach them real-world skills, and it can even help with developmental delays. Developmental delays are essentially skills or functions that are not quite at the level of what is [...]

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Multisensory therapy (AKA Snoezelen) is a therapy that is developed especially to meet the needs of those with developmental disabilities. It originated in Holland in the late 1980s and the word Snoezelen started from the Dutch word for sniff and doze. The approach aims to induce leisure, enjoyment, and relaxation in people who have developmental disabilities by enhancing their sensations and emotions.

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Developmental Delays Treated With Multi-Sensory Program at Joe DiMaggio Children's Hospital

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Children with developmental delays can form in many ways. Many kids show their development delays physically. Children with development delays can be clumsy at times, when their brain does not connect well with their body movements, and this will cause them to fall, or trip over things often. Therefore, low-tech items, canes, sticks, and crutches are items they can use.
Also, some kids may have bad eyesight, therefore, glasses are an item for them to be able to focus more on visual information. Hearing aids for children who have hearing problems. etc.

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Assistive products

Assistive products are any external product (including devices, equipment, instruments and software) that maintain or improve an individual's functioning and independence, and thereby promote their wellbeing. These products can be specially produced or may be generally available.

Related services and systems include referral, assessment, prescriptions, funding, ordering, product fitting and training of the child in the use of the assistive product. The term assistive technology refers to the application of organised knowledge and skills related to assistive products, including these systems and services of delivery.

Example of assistive products

Assistive products can take many forms, depending on a child's activity limitations and personal goals. High-tech devices, such as phones and computers, can be really helpful for children with developmental disabilities, but much simpler, low-tech equipment can also be effective, such as adapted pencil grips or picture task lists. Assistive products do not need to be high in cost, and they can often be developed cheaply in a local setting or even homemade.

Below are examples of assistive products taken from the Priority Assistive Products List from the World Health Organisation. ¹

Mobility: Cane/walking stick, crutch, chair for shower/bath/toilet, hand rails/grab bars, ramps, prostheses and orthoses, pressure relief cushion, standing frames, feeder seats, standing frame, walking frame, wheelchair

Vision: Spectacles, audioplayers, braille displays, braille writing equipment, magnifiers, screen readers, white canes

Hearing: Alarm signallers with light/vibration, closed captioning displays, hearing aid, hearing loop, video communication devices

Communication: Communication boards/books/cards, communication software, gesture to voice technology

Cognition: Communication aids, recorders, pill organisers, simplified mobile phones and time management product

*This is by no means an exhaustive list!

Benefits of assistive technology

Assistive products can help children with developmental disabilities better engage with everyday activities and tasks in their home, school and community, by improving or compensating for impairments. ² For example, a child with a developmental disability who uses a wheelchair has improved mobility allowing them to move more freely around their home, travel within their community and access their school. As another example, a child who has the opportunity and is able to use a communication board will be better able to communicate their needs and be active in their decision-making.

In this way, assistive technology can help:

Improve a child's participation, well-being, confidence and self-esteem, by improving a child's functioning and opportunities for play and social interaction.

Give children a level of autonomy and self-determination to direct their own care and ambitions.

Reduce a child's need for long-term health and social care, improving long-term health outcomes.³

Improve a child's educational achievement.³

Reduce burden of care on parents.⁴

Reduce costs related to health and social care services, as children become less dependent.

In order to realise these benefits, assistive products need to be high-quality and locally appropriate, and children need to have been trained in their use.

Before taking part in an intervention with CBM in Malawi, Lonjezo (9) could not stand, talk or go to school - all of which he does now. © CBM/Hayduk

Provision of assistive products

Where are products delivered?

Assistive products are rarely provided directly by general healthcare services, and will more often be provided by specialist rehabiliation services, after an assessment of a child's need by a relevant healthcare professional. Professionals in general healthcare services will need to provide referral onto these specific services, if it is felt that a child may require an assistive device. These services may include specialist rehabilitation centres or tertiary healthcare services (specialist hospitals etc.). Assistive products can also be provided through schools, private organisations/companies and NGOs/local charities. As well as simply providing the products, services and specialists are needed to teach children how to use a particular device and to offer ongoing repairs.

These referral, provision and distribution networks may be limited in some countries, especially if the physical infrastructure and available personnel is scarce.

Who pays for assistive technology?

It will depend on the product and the child's needs. Products can cost very little, whilst some are very expensive. Many products are developed for sale in high-income settings, which may make them inappropriate or expensive to distribute in other settings across the world. If not covered under any subsidised scheme, many assistive products can be much too expensive for a child's family. Subsidised schemes could include:

Government programmes, which may help support purchase of assistive products if prescribed by a healthcare professional

Private health insurance, which may also pay for certain products if deemed a necessity by a healthcare professional

School systems, which may pay for general special education materials

NGOs/local charities/independent funds, may help provide assistive products to some children

Accessing assistive products and deciding on the correct product for their child is a challenging process for families. Take a look in the 'See Also' section at the article from CanChild about this decision-making process and considerations for service providers.

Unmet global need

Although assistive technology is well documented to be a beneficial, cost-effective intervention, many children with developmental disabilities do not have access to suitable, high-quality products, especially in low- and middle-income countries. 5,6 The figures below reflect the needs of both children and adults.

200 million people with vision impairment do not have access to suitable products

15% of the 75 million people who need a wheelchair have access to one

Hearing aid production meets the needs of just 10% of the 466 million people with hearing impairment

There are various barriers to this access, including availability, cost, personnel and delivery system infrastructure. Although healthcare professionals may identify a need, it may prove difficult to provide children with developmental disabilities with an assistive technology.

Continued advocacy for assistive technology is vital. In health settings, healthcare professionals can support parents and children by providing information and even letters of support for specific products to local authorities and governments. If possible, healthcare providers could aim to partner their service with suppliers, NGOs or local authorities to improve consistent provision.

GATE's five key topics (5P): People, Products, Provision, Personnel and Policy. © WHO

To improve access to high quality, affordable assistive technology in all countries, the World Health Organisation has introduced the Priority Assistive Products List and their flagship programme Global Cooperation on Assistive Technology ( GATE), which focusses on five interlinked areas: people, policy, products, provision and personnel.

Other initiatives include ATscale, which was launched in 2018 with the aim of reaching 500 million people by 2030 with the life-changing assistive technology that they need, addressing barriers to supply and demand. Similarly, AT2030 is testing new approaches and backing 'what works' to get assistive technology to 3 million people who need it.

Avinash (6), writing with a Braille slate at a mainstream school in India. © CBM/argum/Einberger

Discussion

To end, let's have a quick think about the assistive technology that our case study characters may benefit from:

Justin: Justin is six years old and has a severe hearing impairment. He has learned sign language and wears hearing aids. He lives in the United States of America (high-income country).

Thandi: Thandi is three years old and has cerebral palsy. She lives in Malawi (low-income country).

Mai: Mai has Down syndrome and epilepsy. She is nine years old and lives in Vietnam (lower-middle income country).

Lucas: Lucas has autism. He is seventeen years old and lives in Brazil (upper-middle income country).

Think about the assistive products that may be useful for these children.

Consider their impairment, their age and the types of activities they may need help with. Also consider the country in which they live - what assistive technology may be readily available for them? What may make it difficult to provide these children with specific assistive products? What could help improve access and provision?

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How Can Technology Assist Children with Developmental Disabilities?

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Assistive products are any external product (including devices, equipment, instruments and software) that maintain or improve an individual's functioning and independence, and thereby promote their wellbeing. These products can be specially produced or may be generally available. Related services and systems include referral, assessment, prescriptions, funding, ordering, product fitting and training of the child in the use of the assistive product.

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Assistive Technology for Developmental Delay

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Assistive Technology for Developmental Delay

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Assistive Technology helps individuals with developmental delays improve their communication, motor skills, and overall independence.
1.  speech-generating devices, can help individuals with developmental delays communicate more effectively.
2. On-screen keyboards and word prediction programs, can help individuals with developmental delays use computers and other electronic devices more easily.

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Accommodations -  Adjust where they sit - closer to the teacher, a helper student or near the board

-Adjust chair and deck height to ensure proper position - their feet should be flat on the floor, shoulders relaxed and forearms supported by desk

-Allow child to move positions ie) stand while working

-Provide a sloped writing surface - a board or a three ring binder

-Provide other special equipments like pencil grips, spring loaded or loop scissors, different writing tools like thin markers or gel pens to reduce pencil pressure

-Give the child an end locker or cubby or teach how to open locker

-Give the child extra breaks so can move around

-Give extra time to go from class to class, get ready for PE and recess

-Provide teaching notes ahead of time, or fill in the blank sheets to reduce need to copy

-Use larger print for notes, worksheets and textbooks

-Have student use speech to text software

-Allow use of a computer for written assignments

-Provide extra time or tests or allow for oral tests

-Give directions slowly and in small parts-Teach handwriting strategies to print letters consistently

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https://www.futurelearn.com/info/courses/children-with-developmental-disabilities/0/steps/60064

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

https://www.develop.bc.ca/about-us/assistive-technology/

https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

https://www.youtube.com/watch?v=0Zosc8dEBf8

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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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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a student’s educational performance is adversely affected primarily because the child has an emotional disability. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.

Emotional Disability: 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 student’s educational performance:

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

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

3. Inappropriate types of behavior or feelings under normal circumstances

4. A general pervasive mood of unhappiness or depression, or

5. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

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https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a student's educational performance is adversely affected primarily because the child has an emotional disability. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.

Deaf-Blindness: means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special educational programs solely for students with deafness or students with blindness.

Deafness: means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects the student's educational performance.

Developmental Delay: means a disability affecting a child aged two (by September 30) to six, inclusive (age two up to age seven), who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, adaptive development, or has an established physical or mental condition that has a high probability of resulting in developmental delays.

Emotional Disability: 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 student's educational performance:

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

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

3. Inappropriate types of behavior or feelings under normal circumstances

4. A general pervasive mood of unhappiness or depression, or

5. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

Hearing Impairment: means impairment in hearing, in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a student's educational performance but is not included under the definition of deafness.

Intellectual Disability: means significantly below-average general intellectual functioning, existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, that adversely affects a student's educational performance (deficits in cognitive ability and adaptive behavior that are not primarily caused by visual or auditory deficits; motor deficits; emotional disability; learning disability; environmental, cultural, or economic disadvantage; and/or limited English proficiency).

Multiple Disabilities: means simultaneous impairments (for example, intellectual disability with blindness or intellectual disability with an orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf- blindness.

Orthopedic Impairment: means a severe orthopedic impairment that adversely affects a student's educational performance. The term includes impairments caused by congenital anomaly (for example, club foot, absence of some member), impairments caused by disease (for example, poliomyelitis, bone tuberculosis), and impairments from other causes (such as, cerebral palsy, amputations, fractures or burns that cause contractures, etc.).

Other Health Impairment: means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that:

1. Is due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, arthritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, and Tourette syndrome, and

2. Adversely affects a student's educational performance.

Specific Learning Disability: means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; or of environmental, cultural, or economic disadvantage.

Speech/Language Impairment: means a communication disorder such as stuttering disorder, impaired articulation, expressive language and/or receptive language impairment, or voice impairments that adversely affects a student's educational performance.

Traumatic Brain Injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability, psychosocial impairment, or both, that adversely affects a student's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, psychosocial behavior, physical functions, information processing, speech, and sensory, perceptual, and/or motor abilities. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

Visual Impairment: means impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness.

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Definitions of the 14 disability categories.

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 A good technology website I found is I try to use some TikTok breakdown for text to speech since they even have the AI to speak some complex text with a rapper voice with a lot of the kids who might have emotional disabilities etc. 

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 A good technology website I found is I try to use some TikTok breakdown for text to speech since they even have the AI to speak some complex text with a rapper voice with a lot of the kids who might have emotional disabilities etc. 

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https://edtechmagazine.com/k12/article/2020/03/using-assistive-technology-empower-students-disabilities-perfcon

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Technology Solutions That Drive Education

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This is just one example of how technology can give students who think and learn differently a more personalized and accessible learning experience.

Referred to as assistive technology, these tools are "any type of equipment or software that helps people to work around the challenges they have, whether that be with learning, communication or mobility," explains Kara Ball, an elementary science and STEM education specialist for Baltimore City Public Schools and a special education expert at Understood, a nonprofit organization providing support for people with disabilities and their families.

But what types of assistive technology tools are out there? And how can educators best use them in a modern learning environment to help students of all abilities reach their full potential?
MORE ON EDTECH: Read about the 2020 ed tech trends that focus on equity and tech accessibility.
Examples of Assistive Technology in the Classroom

Nearly 7 million students in the U.S. - almost 14 percent of all students - received special education in the 2017-2018 school year under the Individuals with Disabilities Education Act (IDEA), according to the most recent figures from the U.S. Department of Education.

To ensure those services are provided and that instruction is inclusive of all learners, school districts are increasingly integrating assistive technology tools in general education classrooms.

Ball categorizes them into two areas: high tech and low tech. High tech refers to devices or equipment with digital or electronic components, such as augmentative communication devices, alternative keyboards and power wheelchairs. It also includes software or built-in accessibility features on devices such as text to speech, word prediction and optical character recognition. Low tech refers to simple adaptive tools such as timers, graphic organizers and flexible furniture.

"Assistive technology really gives students the ability to access grade-level content and allows them to be independent," Ball says.
Discover how immersive technology sparks critical thinking, communication, collaboration and creativity.
Adopting Assistive Technology in a Modern Learning Environment

As schools increasingly embrace modern learning environments and integrate technology into classrooms and the curriculum, they must also be mindful about potential barriers of technology in special education.

Here are a few ways educators can use digital tools in the classroom to meet the individual needs of their students and help them through learning challenges:

For students who are blind or visually impaired: Today, many devices such as Google Chromebooks come with audiovisual assistance. For example, Chromebooks have a built-in screen reader called ChromeVox, which reads content out loud for users on the Chrome browser. Chromebooks also have features that make on-screen content easier to read, such as screen magnifiers, high-contrast mode and select-to-speak. Teachers can also plug in or pair a Braille keyboard with Bluetooth if students need Braille support. Popular cloud-based applications such as G Suite for Education and Microsoft Office 365 also have dictation capabilities, allowing students to type by using their voice.

For students who are deaf or hard of hearing: Ball says she uses FM systems - wireless devices that directly transmit sounds to a hearing aid - to communicate clearly with students who have hearing loss, even in a noisy classroom. For teachers using video technology in the classroom, there are educational apps such as Flipgrid with closed-caption features, as well as videoconferencing tools such as Microsoft Teams, which comes with live captioning and subtitles.

For students with speech disabilities: Speech-to-text software and word prediction tools can assist students with speech disabilities in communicating with their teachers and peers. For example, Office 365 applications have Dictate, an AI-enabled add-in that allows students to speak into a microphone and have their speech converted into text on the computer.

For students with learning, cognitive and developmental disabilities: Besides creating VR experiences for students with autism, tools such as memory aids, audio books and text-to-speech systems are especially helpful for students who need assistance with learning, attention and organization. One particular tool is Microsoft's Immersive Reader, which was specifically designed to support students with dyslexia and dysgraphia. With the Immersive Reader, students can have text read out loud and broken into syllables - even in other languages. Microsoft's Tell Me feature allows students to access commands on Office 365 applications without having to remember them. There are also downloadable fonts such as OpenDyslexic, which can enhance readability and reading speed for students with dyslexia, Ball says. Plus, there are handy smart tools such as the Livescribe Echo Smartpen, which acts as an all-in-one microphone, speaker and storage device.

For students who need mobility assistance: One way teachers can optimize their classrooms for all students is by adopting flexible furniture, a key component of a modern learning environment. Standing desks, wobble stools and even exercise balls give students more freedom and comfort to move around in the classroom, Ball says. Another example is having students use interactive displays or touch-screen monitors if they aren't physically able to use a keyboard or computer mouse.

With assistive technology, schools can create more inclusive classrooms and empower students with disabilities to participate in the general education curriculum.

"If I'd had any of those options available to me, I probably would have been a very different student," says Ball, who has dyslexia and dyscalcula. "Being able to give students these resources to help them be independent is really the benefit of these technologies."

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Assistive Technology in The Classroom Empowers Students with Disabilities

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Assistive technology (AT) is available to help individuals with many types of disabilities. Learn how assistive technology gives students a voice in their education.

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5 ways to teach self-discipline with kids with emotional disabilities

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5 ways to teach self-discipline with kids with emotional disabilities

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https://www.youtube.com/watch?v=H_O1brYwdSY

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5 Incredibly Fun GAMES to Teach Self-Regulation (Self-Control) | Social Emotional Learning