# data[].attributes.body
As defined by IDEA,  a Specific Learning Disability is 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.

Some Signs of Specific Learning Disabilities:

Inaccurate, slow reading

Difficulty with spelling

Difficulty with written expressions (grammar, punctuation, organization)

Difficulty with number concepts

Teaching Methods for students with Specific Learning Disabilities:

Break learning into smaller steps

Regular quality feedback

Using organized visuals (diagrams and graphs)

Pictures

Model instructions to show students what you want

Engage in processing type questions (How is this working? Where else can you apply it?)

Assistive Technologies for Specific Learning Disablilites:

Pentop computers

Calculators and Math Software

Graphic Organizers

Text-to-Speech/Speech-to-Text

# data[].attributes.body
Defined by IDEA, 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).

What are some signs of Intellectual Disabilities?

A child that is struggling to:

Sit up, crawl, or walk in a timely manner

Learn to speak

Recall memory

Understand social rules

Understand the result of their actions

Solve problems

Ways to teach those with an Intellectual Disability:

Providing an outline that highlights key concepts

Providing reading lists early before the school year and provide guides for the readings

Ensure all stages of directions are clear and concise and are given verbally and written on the board

Reinforce learning with real-life examples

Use colors to distinguish words and differences

Assistive Technologies for Students with Intellectual Disabilities:

Pens with special grips

Alternative keyboards and mouse

Speech-to-Text recognition tools

Spelling and Grammar checks

Touch Control Devices

# data[].attributes.body
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

# data[].attributes.body
Emotional Disturbance is an inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression.

# data[].attributes.headline
Visual impairment is when a child has eyesight problems that cannot be corrected by eyewear. 

# data[].attributes.subject
Visual impairment is when a child has eyesight problems that cannot be corrected by eyewear. 

# data[].attributes.body
Ways to provide a great learning experience to the visually impaired:
-do hands-on learning activities
-discuss  the learning activities with the student in advance
-have students compare the size and texture of objects
-include bodily movement in the learning experiences
-support students in developing fine motor skills
-use braille labels

https://www.pathstoliteracy.org/strategies-teaching-students-who-are-blind-or-visually-impaired/

# data[].attributes.headline
Traumatic Brain Injury includes any injury to the brain that impacts its ability to learn and function at full capacity.

# data[].attributes.subject
Traumatic Brain Injury includes any injury to the brain that impacts its ability to learn and function at full capacity.

# data[].attributes.body
Orthopedic Impairment refers to a disability or condition that affects a persons musculoskeletal system.
this includes

Bones

Joints

Muscles

Tendons

Ligaments

This can result in various difficulties such as

Limited Mobility

Muscle Weakness

Balance Issues

Impaired Motor Function

Orthopedic Impairments can be congenital or acquired and maybe caused by conditions such as cerebral palsy, muscular dystrophy, spina bifida and amputation.

Students with Orthopedic Impairments may require assistive devices, physical therapy and other support to help them with mobility and daily activities.

# data[].attributes.headline
Strategies that can be used in the classroom

# data[].attributes.subject
Strategies that can be used in the classroom

# data[].attributes.body
Accessible Classroom Environment

Ensuring the classroom is accessible  and has appropriate modifications such as ramps, handrails, adjustable desks and accessible seating arrangements.

Flexible Seating Options

Accommodating different physical needs such as adjustable chairs and stability balls.

Adapted Materials

Provide materials in different formats such as electronic text or large print. Using adaptive equipment like pencil grips.

Supportive Classroom Routines.

Establish consistent routines and encourage the other students to lend a hand.

# data[].attributes.body
Voice Recognition Software

This allows students to dictate their ideas instead of physically typing or writing.
ex- Dragon NaturallySpeaking and Docs voice typing

Adaptive Writing Tools

Modified pencil grips, weighted pens or specialized keyboards.

Alternative Input Devices

Students who struggle with traditional keyboards or mouse can benefit from alternative input devices such as trackballs, touchpads or ergonomic keyboards.

Augmented Communication Devices (ACD)

These devices overlay digital content such as images, vedios or text in to the users real world environment creating an interactive and immersive environment.

# data[].attributes.body
https://www.youtube.com/watch?v=g95TO20hnmo

# data[].attributes.attachment_link.title
Assistive Technology in Action - Meet Elle

# data[].attributes.body
https://www.youtube.com/watch?v=g95TO20hnmo

https://www.youtube.com/watch?

v=sX6ss4pos64 https://files.eric.ed.gov/fulltext/EJ678650.pdf
https://edis.ifas.ufl.edu/publication/WC262

https://www.emerald.com/insight/content/doi/10.1108/S0270-401320190000034011/full/html

# data[].attributes.body
Developmental delay refers to a condition in which a child fails to reach developmental milestones within the expected time frame. It can effect various areas of a child's development including -

Physical

Cognitive

Language

Social and

Emotional skills

Developmental delay can be caused by -

Generic disorders

Birth complications

Environmental factors

Underlying medical conditions

Early intervention and appropriate therapies can often help children with developmental delay catch up to their peers and reach their full potential.

# data[].attributes.headline
Strategies that can be used in the classroom

# data[].attributes.subject
Strategies that can be used in the classroom

# data[].attributes.body
Individualized Education Plan (IEP)

Collaborate with the students parents, special education team, and any relevant specialists to develop an IEP that outlines specific goals, accommodations and modifications for the student.

Differentiated Instruction

Provide instruction that accommodates the various learning abilities and styles of the students. This may involve adapting materials, adjusting the pace of instruction or providing additional support.

Visual Support

Utilize visual aids such as schedules , charts, diagrams and graphic organizers to help students understand and process information more easily

Multi-Sensory Learning

Using hands on materials, incorporating movement along with songs.

Break down complex tasks.

Break down the tasks in to smaller and simpler tasks .

# data[].attributes.body
Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."
-Montana.gov

Strategies for teaching children with hearing impairments.
For students who are deaf and hard of hearing teachers use the following approaches: oral/aural approach, auditory learning, speech reading, and cued speech. In oral/aural approach, speech is essential as it forms the function with the hearing world. -cram.com
Tips for Teaching Students who are Hard of Hearing

Obtain the student's attention before speaking.

Clue the individual who is hearing impaired into the topic of discussion.

Speak slowly and clearly; but do not yell, exaggerate, or over pronounce.

Look directly at the student when speaking.

-UTSA.edu

What is assistive technology for hearing impairment in the classroom?

FM systems are the HATS used most often with children. These systems are easy to move around and are not easy to break. They are useful in noisy places, like your child's classroom. It is good to start using HATS when your child gets her hearing aid or cochlear implant.-Asha.org
What sorts of assistive technologies are children with a hearing impairment likely to use?

Remote microphone technology. Your child may receive a frequency modulated (FM) device (FM Unit) to use at school. ...

Sound field amplification system. Some schools may have a sound field amplification system installed in the classroom. ...

Interactive white boards.

Captioning.

Television.

Music.

Mobile phone.

-deafnessforum.org.au

# data[].attributes.body
Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."
-Montana.gov

Teaching Strategies to Empower Deaf Students

1) Ensure there is a clear line of sight.

2) Provide written handouts & visual aids.

3) Show captioned or interpreted video.

4) Reduce background noise.

5) Use available resources.

6) Check-in with your deaf students.

7) Adapt your teaching for distance-learning strategies.

-Deafunity.org

Assistive Technology Devices

FM System- FM systems send the teacher's voice from a wireless microphone directly to a receiver worn by a student with hearing loss. It can be connected to a hearing aid or cochlear implant, or a headset/ earbuds.
-Edutopia.org

Visuals
Most students who are deaf are primarily visual learners (Nover & Andrews, 1998). Many educators and researchers suggest to establish visually rich learning environment, such as sign language, print visuals, written instructions, and video components. Visual strategies are important, even for students with perfect hearing.
- Lessonpix.com Articles > For Therapy > Visual Strategies for Students who are Deaf or Have Hearing Impairments

# data[].attributes.attachment_link.title
Childhood developmental delays increasing because of pandemic, experts say

# data[].attributes.body
Communication Devices

Speech Generating device such or augmentative and alternative communication. (AAC) apps can help children with with difficulties in speech and language to communicate effectively.

Adoptive Learning Tools

Specialized educational software or apps can provide personalized learning.

Sensory Integration Tools

Weighted blankets, noise cancelling headphones or fidget toys can help kids manage sensory input and improve focus.

Visual Aids

Picture Exchange Communication Systems (PECS) can help children follow routine and promote independence.

Assistive Mobility Devices

Wheelchairs , walkers or gait trainers

# data[].attributes.body
https://www.youtube.com/watch?v=TLi0mvqIWik

https://www.youtube.com/watch?v=IlaDl2y4SUw&t=68s

https://www.youtube.com/watch?v=MKFJ921Vkj4

https://dcps.dc.gov/page/academic-programs-and-inclusion

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6441684/

# data[].attributes.body
Intellectual disability is a disorder with general mental abilities that affect two functions: intellectual function and adaptive functioning. This means disabilities in problem solving, judgment, activities in daily life, and communication. This disability affects about 1% of the population with men being more diagnosed than women.
Citation

Strategies for students with intellectual disabilities have a wild range within the classroom. Some examples of those are (1) using short and simple instructions for understanding, (2) repeat instructions, (3) offer online instructions or standard print with handouts, (4) break steps into smaller steps and provide and breaks, and (5) use visual cues.
Citation

There are a few assistive technologies for students with intellectual disabilities. There are cognition tools like apps that help with the layout of the day. They help set reminders of what the school day holds and what comes next. There are apps and software to provide further in proof-reading  and providing voice recognition devices. The last technology tool is math apps to provide assistance in understanding and comprehension.
Citation

Students with intellectual disabilities may need further assistance within the classroom. Providing visual instructions with graphic content can help with comprehension. Videos are another great tool to help demonstrate what actions the teacher is looking for. Using additional resources help students with instruction and provides a variety of options to choose from.
Citation

# data[].attributes.body
Autism is a bio-neurological disability that impacts normal development of the brain in areas such as social interactions, cognition function, and communication skills. Individuals typically have difficult in verbal and non-verbal communication and play activities. Statistics: 1 in 36 children are diagnosed. Boys are 4 times likely to be diagnosed than girls.
Citation

Strategies within the classroom for students with Autism: According to the Organization of Autism Research, there are 5 strategies to promote a healthy environment. (1) Building a relationship with your student and learn and understand their special needs, (2) Promote positive feedback before any critical feedback, (3) Build confidence in your student, (4) Build a  routine within the classroom, and (5) Understand their sensory issues and triggers.
Citation

Assistive Technology can be spilt into 3 groups based on the needs of the student with autism. Low-Tech assistances can help with sensory issues like sensory balls or picture boards. Mid-Tech assistance can be sensory toys that are a little more expensive than low-tech. This also includes visual timers and apps to help communicate with social interactions. Examples of Apps: Prologuo2Go - features 10,000 words to help communicate and is customized for each student, and TouchChat - an app that owns students to voice their communication by choosing a voice to speak for them. The last group is high-tech which includes more digital technology for communication between student and teacher. These promote anything from academic help to building social skills. Examples of Apps: Kiwi - an app that builds confidence in math and social skills, LiveScribe - an app for students to communicate with nonverbal, and Dragon Home - an app that promotes communication and socialization.
Citation

Other visuals and accommodations include: picture cards for communication purposes, safety bracelets for awareness of sensory issues and health needs, access to therapists via in-person and online. An app for this is QTrobot - it promotes grow and willingness to interact with therapists, and lastly videos during instructions to promote growth and understanding within the classroom.
Citation

# data[].attributes.body
Blindness is a lack of vision. It may also refer to a loss of vision that cannot be corrected with glasses or contact lenses. ¹

# data[].attributes.body
According to the World Health Organization (WHO):

Autism – also referred to as autism spectrum disorder (ASD) constitutes a diverse group of conditions related to development of the brain.

About 1 in 100 children has autism.

Characteristics may be detected in early childhood, but autism is often not diagnosed until much later.

The abilities and needs of autistic people are different and can evolve over time. While some people with autism can live independently, others have extreme disabilities and require life-long care.

Psychosocial interventions can improve communication and social skills, with a positive impact on the well-being and quality of life of both autistic people and their caretakers.

Care for people with autism, needs to be coupled with actions at community and societal levels in order for autistic people to progress in life.

# data[].attributes.body
National Autistic Society prepared a brief video on what autism is. "Autism is a life long disability that affects how we communicate with and relate to others, and it affects how we make sense of the world around us."

# data[].attributes.body
An interesting symptom of autistic children is they like to line up toys in a specific order, and will get upset if the order is changed. Autistic people are very meticulous.

# data[].attributes.attachment_caption
Early visual cues that are linked to Autism Spectrum Disorder (ASD). 

# data[].attributes.body
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 due to chronic or acute health problems
For example, asthma is classified a chronic health condition that is often cause certain academic limitations. An accommodation that is implemented is a 504 plan. A 504 plan is a contract between a parent the  school of specifically addressing how the school will accommodate student's health impairment.

Asthma and Allergy Foundation (n.d.). 504 Plans to Accommodate Children’s Asthma or Allergies at School. AAFA Online Community for Asthma and Allergies. Retrieved July 28, 2023, from https://community.aafa.org/blog/504-plans-to-accommodate-children-s-asthma-or-allergies-at-school

(n.d.). Definitions of the 14 disability categories (Virginia Department of Education, 2019). Fairfax County Public Schools. Retrieved July 28, 2023, from https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories

# data[].attributes.attachment_caption
Flaps hands, rocks body, or spins self in circles

# data[].attributes.body
Fun fact - according to the CDC, "people with ASD have behaviors or interests that can seem unusual." Repetitive movements such as flapping of hands is associated with autism.

# data[].attributes.body
A speech or language impairment is defined as a condition in which a person has problems creating or forming the speech sounds needed to communicate with others.

1. One assistive technology that is commonly used in school is an augmentative and alternative communication (AAC) devices which help students to express themselves.

2. In school, some accommodations include preferential seating, communication cards, visual cues, and speech therapy.

(n.d.). Speech and Language Disorders. Penn Medicine. Retrieved July 28, 2023, from https://www.pennmedicine.org/for-patients-and-visitors/patient-information/conditions-treated-a-to-z/speech-and-language-disorders

# data[].attributes.body
What are some accommodations that have been helpful to autistic students?

1)Sensory Processing (i.e. hanging chairs seen above)
2)Behavioral Supports (i.e. visual timer)

3)Comprehension (i.e. -Pictures/visuals paired with reading passages)
4)Reading and Written Expression (i.e. word bank (list of vocabulary terms that a student can use in a writing assignment)
5)Executive Functioning [attention, Organization, Work/Study Skills] (i.e. break down assignments into smaller units)
6)Social Interaction (i.e. Peer buddy system)
7)Emotional and Self-Regulation (i.e. access to a trusted adult for processing of emotions/problem-solving)

# data[].attributes.headline
Some or all of these strategies can be used to communicate with ASD students. 

# data[].attributes.subject
Some or all of these strategies can be used to communicate with ASD students. 

# data[].attributes.body
Assistive communication devices and strategies are available. The most commonly used devices and strategies are:

1. Visual boards

2. Picture exchange communication system (PECS)

3. Sign language

4. Gestures

5. Low technology interventions

6. High technology electronic devices

# data[].attributes.attachment_caption
When dealing with autistic children, there are different strategies and devices you can use to achieve efficient learning.

# data[].attributes.headline
Assistive Communication Strategies and Devices for Autism

# data[].attributes.subject
Assistive Communication Strategies and Devices for Autism

# data[].attributes.body
When researching my prior IDEA Category, Multiple Disabilities, we learned that Deaf-Blindness is not included in that section. Therefore I am taking this opportunity to highlight it in our Padlet.
Deaf-Blindness Disabilities has it own IDEA section, which is the following;
"(2) Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes 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."
The incidence of deaf-blindness in children was 10,441 for the year 2021. The majority of this was in ages 3-21 (National Center on Deaf-Blindness 2021 National Deaf-Blind Child Count Report).
Common assistive technology would include slant boards that allow for easy usage through velcro, varying textures and shapes of the items attached to the slant board which can sit on a desk, a standing desk that could include a cubby space for personal items, and chairs that have a modular design to specialize accommodations and of course mobile iPads and computers.
Other accommodations would include classrooms near or containing restrooms, classrooms on the ground floor situated near cafeterias or gyms, classrooms that have fixed layouts for the students to learn the appropriate routines. Therapy that ensures academic, social, communication and physical development which can be adjusted to consider the changing student.

# data[].attributes.body
The IDEA Act defines this to be "...concomitant impairments (such as intellectual disability-blindness or intellectual disability-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. Multiple disabilities does not include deaf-blindness."
The incidence of students (3-21) in the special education population with multiple disabilities runs about 2-3%, according to various studies. (American Academy of Special Education Professionals, Special Education Eligibility-AASEP Chapter 9 page 67).
Common assistive technology used in the multiple disability environment may include:
physical or electronic communication devices, hearing aids, wheel chairs, special chairs/desks, reading aids, specifically configured laptops/iPads, specifically configured toys or distressing items and a classroom layout that allows for effective and efficient mobility.
Other accommodations would include the use of specialized therapists, targeted schedules (such eating times, recess), staff who can adjust/maintain feeding tubes and other medically necessary health items.

# data[].attributes.body
1. Stuttering or Stammering
2.Apraxia of Speech
3.Dysarthria
4.Lisping
5.Speech Delay

Reference:
https://milestonetherapygroup.com/how-parents-can-support-the-process-of-their-childs-therapy/?psafe_param=1&gad=1&gclid=Cj0KCQjw2qKmBhCfARIsAFy8buJcaTZdNEmIH5kSv86FLK77jafhd1N6l8N228KOBkS7FHLh2NaRGcsaAnu2EALw_wcB

# data[].attributes.body
•anxiety disorders
• bipolar disorder
• conduct disorders
• eating disorders
• obsessive-compulsive disorder (OCD)
• psychotic disorders.

# data[].attributes.headline
Blindness is Categorized in Two Different Groups

# data[].attributes.subject
Blindness is Categorized in Two Different Groups

# data[].attributes.body
According to the World Health Organization (WHO), "the International Classification of Diseases 11 (2018) classifies vision impairment into two groups, distance and near presenting vision impairment."

Distance vision impairment:

Mild – visual acuity worse than 6/12 to 6/18

Moderate – visual acuity worse than 6/18 to 6/60

Severe – visual acuity worse than 6/60 to 3/60

Blindness – visual acuity worse than 3/60

Near vision impairment:

Near visual acuity worse than N6 or M.08 at 40cm.

# data[].attributes.body
https://www.ldatschool.ca/assistive-technology/

https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/

https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder#:~:text=Difficulty%20with%20spelling.,concepts%20or%20solving%20math%20problems).

# data[].attributes.attachment_link.readable_text
Add to favorites
Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

References

Adcock, W., Luna, E., Parkhurst, J., Poncy, B., Skinner, C., & Yaw, J. (2010). Effective class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. The International Journal of Behavioral Consultation and Therapy, 6, 111-123.

Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalcula student. Educational Research, 2(10), 1611-1618.

Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in rural school districts. Rural Special Education Quarterly, 32(2), 15-22. Retrieved from http://search.proquest.com/docview/1420524203?accountid=6180

Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written productivity in children with learning disabilities: A critical review. Canadian Journal of Occupational Therapy, 79(4), 211-224. doi:10.2182/cjot.2012.79.4.3

Bethell, S. & Miller, N. (1998). From an E to an A in first year algebra with the help of a graphing calculator. Mathematics Teacher, 91, 118-119.

Blackhurst, A. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disabilities Quarterly, 28, 175-178. doi:10.2307/1593622

Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44, 367-380.

Bouck, E. & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24, 24-30.

Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Technology In Action. Journal of Special Education Technology, 27, 47-57.

Burne, B., Knafelc, V., Melonis, M. & Heyn, P. (2011). The use and application of assistive technology to promote literacy in early childhood: a systematic review. Disability and Rehabilitation: Assistive Technology, 6, 207-213. doi:10.3109/17483107.2010.522684

Chiang, H., & Jacobs, K. (2009). Effect of computer-based instruction on students' self-perception and functional task performance. Disability and Rehabilitation: Assistive Technology, 4(2), 106-118. doi:10.1080/17483100802613693

Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals and speech language pathologists have to say. Developmental Disabilities Bulletin, 35(1), 1-17.

Chmiliar, L., & Cheung, B. (2007). Assistive technology training for teachers - Innovation and accessibility online. Developmental Disabilities Bulletin, 35(1), 18-28.

Cullen, J., Richards, S. B., & Frank, C. L. (2008). Using software to enhance the writing skills of students with special needs. Journal of Special Education Technology, 23, 33-44.

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (2nd ed.). Boston, MA: Pearson.

Donovan, L., Green, T., & Hartley, K. (2010). An examination of one-to-one computing in the middle school: Does increased access bring about increased student engagement? Journal of Educational Computing Research, 42, 423-441. doi:10.2190/EC.42.4.d

Doughty, T., Bouck, E., Bassette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166-175. doi:10.1080/10400435.2012.743491

Edyburn, D. (2009). Using research to inform practice. Special Education Technology Practice, 11(5), 21-28. doi:10.1080/09362830902805699

Edyburn, D., Gersten, R. (2007). Defining quality indicators in special education technology research. Journal of Special Education Technology, 22(3), 3-18. doi:10.1598/RRQ.42.1.7

Elkind, J. (1998). Computer reading machines for poor readers. Perspectives International Dyslexia Association, 24, 9-13.

Englert, C. S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research and Practice, 20, 184-198. doi:10.1111/j.1540-5826.2005.00132.x

Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Woblers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30, 9-29. doi:10.2307/30035513

Evmenova, A., Graff, H., Jerome, M., & Behrmann, M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170-182. doi:10.1111/j.1540-5826.2010.00315.x

Fasting, R. B., & Halaas Lyster, S. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20(1), 21-40. doi:10.1080/0885625042000319061

Flanagan, S., Bouck, E. G., & Richardson, J. (2013). Middle school special education teachers' perceptions and use of assistive technology in literacy instruction. Assistive Technology, 25(1), 24-30. doi:10.1080/10400435.2012.682697

Forgrave, K. (2002). Assistive technology empowering students with learning disabilities. Assistive Technology, 75, 122-126. doi:10.1080/00098650209599250

Graham, S. (1999). The role of text production skills in writing development: A special issue. Learning Disabilities Quarterly, 22, 75-77. doi:10.2307/1511267

Handley-More, D., Dietz, J., Billingsley, F., & Coggins, T. (2003). Facilitating written work using computer word processing and word prediction. The American Journal of Occupational Therapy, 57, 139-151. doi:10.5014/ajot.57.2.139

Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243-272. doi:10.1007/s11881-002-0015-8

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37, 143-154. doi:10.1177/0022221940403

Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: A comparison of continuous vs. discrete speech recognition in the remediation of learning disabilities. Journal of Special Education Technology, 15, 19-30.

Holmes, A., & Silvestri, R. (2009). Text-to-voice technology in adult aboriginal sample with reading difficulties: Examination of the efficacy. Toronto, ON: Aboriginal Office of the Ministry of Education and Ministry of Training, Colleges, and Universities.

Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Prepared for Inspiration Software at AEL.

Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24, 9-20.

Judge, S., & Simms, K. A. (2009). Assistive technology at the pre-service level. Teacher Education and Special Education, 32, 33-44.

Langova, Anna. (n.d.) Word help. [Photograph] Retrieved from http://all-free-download.com/free-photos/word_help_185278_download.html

Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20, 5-18.

Lee, Y., & Vega, L. A. (2005). Perceived knowledge, attitudes and challenges of AT use in special education. Journal of Special Education Technology, 20, 60-63.

Lewis, R. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of Learning Disabilities, 31, 16-26.

Lewis, R., Graves, A., Ashton, T., & Kieley, C. (1998). Word processing tools for students with learning disabilities: A comparison of strategies to increase text entry speed. Learning Disabilities Research and Practice, 13, 95-108.

Ludlow, B. L. (2001). Technology and teacher education in special education. Disaster or deliverance? Teacher Education and Special Education, 24, 143-163. doi:10.1177/088840640102400209

MacArthur, C.A. (1998). Word processing with speech synthesis and word prediction: Effects on the dialogue journal writing of students with learning disabilities. Learning Disability Quarterly, 21, 1-16. doi:10.2307/1511342

MacArthur, C. A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22, 158-172. doi:10.2307/1511283

MacArthur, C. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24(2), 93-103. doi:10.1111/j.1540-5826.2009.00283.x

MacArthur, C., & Cavalier, A. (2004). Dictation and speech recognition technology as test accommodations. Exceptional Children, 71(1), 43-58. doi:10.1177/001440290407100103

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273-301. doi:10.1086/499669

MacArthur, C. A., Graham, S., Haynes, J. B., & De La Paz, S. (1996). Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. Journal of Special Education, 21, 22-42. doi:10.1177/002246699603000103

Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18-25.

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research and Practice, 12, 16-28.

Michaels, C. A., & McDermott, J. (2003). Assistive technology integration in special education teacher preparation: Program coordinators' perceptions of current attainment and importance. Journal of Special Education Technology, 18, 29-41.

Montali, J., & Lewandowski, L. J. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29, 271-279. doi:10.1177/002221949602900305

Morrison, K. (2007). Implementation of assistive computer technology: A model for school systems. International Journal of Special Education, 22(1), 83-95.

Mull, C. A., & Sitlington, P. L. (2003). The role of technology in the transition to postsecondary education of students with learning disabilities. Journal of Special Education, 37(1), 26-32. doi:10.1177/00224669030370010301

Nelson, B. (2006). On your mark, get set, wait! Are your teacher candidates prepared to embed assistive technology in teaching and learning? College Student Journal, 40(3), 485 - 494.

Okolo, C. M., & Diedrich, J. (2014). Twenty-five years later: How is technology used in the education of students with disabilities? Results of a statewide study. Journal of Special Education Technology, 29( 1), 1-20.

Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-62.

Raskind, M. & Higgins, E. (1995). Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities, Learning Disability Quarterly, 18, 141-158. doi:10.2307/1511201

Raskind, M. & Higgins, E. (1999). Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities. Annals of Dyslexia, 49, 251-281. doi:10.1007/s11881-999-0026-9

Rao, K., Dowrick, P., Yuen, J., & Boisvert, P. (2009). Writing in a multimedia environment: Pilot outcomes for high school students in special education. Journal of Special Education Technology, 24, 27-38.

Schmitt, A., McCallum, E., Hennessey, J., Lovelace, T., & Hawkins, R. (2012). Use of reading pen assistive technology to accommodate post-secondary students with reading disabilities. Assistive Technology, 24, 229-239. doi:10.1080/10400435.2012.659956

Silió, M. C., & Barbetta, P. M. (2010). The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities. Journal of Special Education Technology, 25, 17-32.

Specht, J., Howell, G., & Young, G. (2007). Students with special education needs and their use of assistive technology during the transition to secondary school. Childhood Education, International Focus Issue, 83, 385-389. doi:10.1080/00094056.2007.10522956

Stetter, M. E., & Hughes, M. T. (2010). Computer-assisted instruction to enhance the reading comprehension of struggling readers: A review of the literature. Journal of Special Education Technology, 25(4), 1-16.

Stodden, R. A., Roberts, K. D., Takahishi, K., Park, H. J., & Stodden, N. J. (2012). The use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362. doi:10.1016/j.procs.2012.10.041

Strangman, N., & Dalton, B. (2005). Using technology to support struggling readers: A review of the research. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 325-334). Whitefish Bay, WI: Knowledge by Design, Inc.

Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of students with learning disabilities. Learning Disabilities Research and Practice, 17, 124-129. doi:10.1111/1540-5826.00039

Tam, C., Archer, J., Mays, J., & Skidmore, G. (2005). Measuring the outcomes of word cueing technology. The Canadian Journal of Occupational Therapy, 72(5), 301-308. doi:10.1177/000841740507200507

Wanzek, J., Vaughn, S., Wexler, J., Swanson, E., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543. doi:10.1177/00222194060390060501

Watkins, M. (1989). Computerized drill-and-practice and academic attitudes of learning disabled students. Journal of Special Education Technology, 9, 167-172.

Watson, A. H., Ito, M., Smith, R. O., & Andersen, L. T. (2010). Effect of assistive technology in a public school setting. American Journal of Occupational Therapy, 64, 18-29. doi:10.5014/ajot.64.1.18

Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behaviour problems (7thed.). Upper Saddle River, NJ, Pearson.
Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32, 467-478.

Zcool.com.cn. (n.d.) Modern science and technology picture 02 hd pictures [Photograph]. Retrieved from http://all-free-download.com/free-photos/modern_science_and_technology_picture_02_hd_pictures_168754_download.html

-

# data[].attributes.attachment_link.title
Assistive Technology for Students with Learning Disabilities

# data[].attributes.attachment_link.description
Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

# data[].attributes.body
When working with students who suffer with traumatic brain injuries, it is important to:
-break assignments into smaller parts
-repeat directions in a clear way with all the steps
-allow students to record lectures
-provide a notetaker to assist the student
-give ample time for completion of tasks
-give preferential seating

https://www.ws.edu/student-services/disability/teaching/brain.shtm

# data[].attributes.body
https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

https://www.cdc.gov/ncbddd/developmentaldisabilities/facts-about-intellectual-disability.html

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability

# data[].attributes.attachment_link.readable_text
Last Updated on February 4, 2022 by Editorial Team

Intellectual disabilities grapple about 8% of the US population, according to an NCBI finding. Lack of intellectual curiosity, or of power to question or reason or take interest in exploring is a big elephant that needs addressing. Usually, people are judged on the basis of their academic performance, communication skills, etc. It cuts off a major chunk of creative and highly imaginative individuals who may have a different set of skills other than those set as benchmarks.

Thanks to the inclusive model of education that accommodations are made available to students with intellectual disabilities. Using these resources, such students can also learn and absorb things like their peers! This significant change is attributed to assistive technology for students with intellectual disabilities.
Let's explore in this post:

Examples of assistive technology in the classroom to accommodate intellectual disabilities

How assistive technology helps intellectually deficient students

Types of assistive technology and their applications

Challenges of implementing assistive technology

Here we go!
An institute that offers accommodations earns the requisite recognition from authorities when its classrooms are equipped enough to help students with intellectual deficiencies. These technology-assisted classrooms are designed with tools to help intellectually disabled students with diverse learning needs. The tools help them to demonstrate their abilities and be as responsive in class as their non-disabled classmates. In a typical classroom provided with assistive technology, you can expect featureslike:

Tools of common use such as hearing aids,

Pens with special grip,

Alternative computer peripherals like keyboards and mouse

speech-to-text recognition tools

spell and grammar checkers

touch control devices

AT visualizers

Advanced computer-enabled communication tools

Graphic Organizers

The idea behind using these AT accommodations is to make the classroom environment suitably comfortable for students with diverse learning needs. These assistive technology devices help work the way around disabilities and provide the learners with fair chances to be at par with their peers. It is observed that the students managing intellectual disabilities suffer from a lack of cognition, social skills, and have various learning difficulties to overcome.

How assistive technology helps intellectually deficient students?

The need to ease the learning process with assistive tools got the right solution in technological interventions. Artificial intelligence and predictive modeling techniques have paved the way for the introduction of AT devices for intellectually deficient students. It is the encouraging outcomes that have ignited the interest of the educational authorities towards the use of AT devices and solutions.

McNicholl, et al, in their study concluded that ATs can increase social participation and extract better engagement from intellectually challenged students. Motivation to read and write can be strengthened by the use of assistive technology in education.

Socially assistive robots and their roles are explained by Dr. Christine, in the review of AT for training individuals with ASDs. The review concludes that SARs prove their efficacy in building social skills like eye contact maintenance, imitation skill, and other verbal communication abilities. Hence, the overall participation of intellectually disabled students increases and improves in quality.

The role of assistive technology is not operational in nature alone. Since the students find comfortable solutions that complement their needs perfectly, they open up more freely and display better confidence in solving problems and expressing knowledge. When their basic problems of organizing thoughts, doing numbers, or expressing ideas are solved, they can concentrate on applying their real talent and deliver desired outcomes, sometimes even better than those considered 'non-disabled'.

In essence, the role of ATs is to act as a link that is normally missing between the students with intellectual deficits and their environs. The improvement in cognition and communicability allow such students to actively participate, communicate and receive information correctly, which is quite necessary for knowledge build-up.

Types of assistive technology for IDs and their applications

Assistive technology is a supplementary solution to be given to the person with disabilities of any kind to fill the gap caused by those. These can be classified as:

Cognition aids: These are employed to assist people lacking in memory retention, attention, and thinking skills. Time management tools, graphic organizers, activity planners and reminders are the popular examples of cognition aids.

Educational aids: Screen readers, voice recognition programs, text-to-speech software, graphic organizers, proof-reading software, etc. to provide ease of reading and writing for students with sensory and intellectual deficits.

Communication aids: Audio books, communication cards, etc. help enable communication in augmentative manner, and sometimes, as an alternative to speech too.

Math tools: Certain speech recognition software are designed to allow students to do calculations over microphone and display results to the evaluator.

All the AT devices mentioned above serve the needs of students having different kinds of intellectual disabilities. Since the focus is always on encouraging participation in education and making the subjects feel and act as non-disabled peers, their use should be recommended after a thorough analysis of the requirement of the individual. One size does not fit all when it comes to assistive technology devices, remember that!

Challenges of implementing assistive technology

Assistive technology implementation and adoption rate is low at present. Especially in low and middle-income groups, finances pose a challenge. The students may get support in the classroom, but what about practicing at home? This gap is quite glaring and the search for solutions for the same is still on. A need for national policy to provide assistive technology solutions has been felt for uniform implementation.

Training need for using AT devices is another detriment to seamless adoption. The personnel at work and the teachers at school have to be adequately familiar with the product and its use to not get distracted from the assistive solutions they wear or wield.

Integration with the usual work environment has to be smooth. Assistive technology is supposed to be an enabler of the learning process. Hence, the make and the application have to match the comfort level of the user. Thus, the product development thorough customization and eventually, further improvement, needs continuous evaluation and refining.

Take Away

It is society's loss if the hidden talents of people with intellectual disabilities are not recognized, refined, and put to use. To get a better workforce from the given population, the educational needs of all sorts of learners should be met. Assistive technology helps decrease the chances of dropouts and offers requisite help to people with different learning abilities to accomplish their academic endeavors, and also, to live a life of reduced dependence on others. For intellectual deficiencies, assistive technology comes as a workable solution and helps find the way around these. The only concerns may be the want for adequate training in the use of ATs and the cost involved!
References:
[1] Sarah Ko & Linda S. Petty (2020) Assistive technology accommodations for post-secondary students with mental health disabilities: a scoping review, Disability, and Rehabilitation: Assistive Technology Journal

[2] Adelman, H. S., & Taylor, L. (1986). Summary of the survey of fundamental concerns confronting the LD field. Journal of Learning Disabilities, 19(7), 391-393.

[3] Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher (2021) The impact of assistive technology use for students with disabilities in higher education: a systematic review, Disability, and Rehabilitation: Assistive Technology, 16:2, 130-143

[4] Effects of assistive technology for students with reading and writing disabilities, Idor Svensson, Et al, Disability Rehabilitation Assistive Technology, 2021 Feb;16(2):196-208.

# data[].attributes.attachment_link.title
Assistive Technology For Students With Intellectual Disabilities - Number Dyslexia

# data[].attributes.attachment_link.description
Intellectual disabilities grapple about 8% of the US population, according to an NCBI finding. Lack of intellectual curiosity, or of power to question or reason or take interest in exploring is a big elephant that needs addressing. Usually, people are judged on the basis of their academic performance, communication skills, etc.

# data[].attributes.body
Technology to assist the visually impaired:
-screenreader
-stencils
-seeing AI
-Liquid level readers
-Alexa

https://visionaustralia.org/news/top-10-assistive-tech-for-patients#:~:text=8.-,Screen%20readers,and%20items%20on%20a%20screen.

# data[].attributes.body
References - Autism (Tiffany F.)

·         World Health Organization, https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders#:~:text=About%201%20in%20100%20children,not%20diagnosed%20until%20much%20later., 29 March 2023

·         Cannon disability law, DISABILITY BENEFITS FOR AUTISM SPECTRUM DISORDER – LISTING 12.10, WHAT IS AUTISM SPECTRUM DISORDER?, https://cannondisability.com/blog/disability-benefits-for-autism-spectrum-disorder-listing-12-10/

·         Austism Parenting Magazine, https://www.autismparentingmagazine.com/giving-voice-non-verbal-kids/, November 2, 2021

·         X Minds, Improving education for autistic students in Montgomery County, MD https://xminds.org/accommodations, Copyright © 2022

·         National Autistic Society, https://youtu.be/d4G0HTIUBlI, 2014

·         Centers for Disease Control and Prevention (CDC), https://www.cdc.gov/ncbddd/autism/signs.html, March 28, 2022

# data[].attributes.attachment_caption
Blind man navigating with a white cane. 

# data[].attributes.headline
What percentage of the world population is blind?

# data[].attributes.subject
What percentage of the world population is blind?

# data[].attributes.body
What percentage of the global population is blind?

Globally, among 7.79 billion people living in 2020, an estimated 49.1 million were blind. 221.4 million people had moderate visual impairment, 33.6 million had severe visual impairment.⁵

# data[].attributes.body
What is Intellectual Disability? (n.d.). https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

Do2Learn: Educational resources for special needs. (n.d.). https://do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Strategies.html

Singh, M. (2022, February 4). Assistive Technology For Students With Intellectual Disabilities. Number Dyslexia. https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

What is Intellectual Disability? (n.d.-b). https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

# data[].attributes.body
Autism Fact Sheet | National Autism Association. (n.d.). https://nationalautismassociation.org/resources/autism-fact-sheet/?gclid=CjwKCAjw8ZKmBhArEiwAspcJ7q46w36QCSWDn_eLaHq1E6GTb-PvmdMFbnEmMU85dCDWG08viqNbmxoCJPMQAvD_BwE

Research, O. F. A., & Research, O. F. A. (2017, August 30). 5 Practical Tips for Teaching Students with Autism | OAR. Organization for Autism Research. https://researchautism.org/blog/5-practical-tips-for-teaching-students-with-autism/?gad=1&gclid=CjwKCAjw8ZKmBhArEiwAspcJ7i_Vetd-EC85_477EPHv4THzoM6ScbjAqK3CqtB3cIRIJqcVUGiQExoCr6YQAvD_BwE

Rudy, L. J. (2023, May 23). Assistive technology for autism. Verywell Health. https://www.verywellhealth.com/assistive-technology-for-autism-5076159#:~:text=Types%20of%20Assistive%20Technology%20for%20Autism&text=Low%2Dtech%20AT%3A%20Anything%20that,timers%2C%20and%20social%20skills%20videos.

LuxAI S.A. (2023, April 21). QTrobot - expressive humanoid social robot for research and teaching. https://luxai.com/humanoid-social-robot-for-research-and-teaching/

# data[].attributes.body
Vision loss has many causes. In the United States, the leading causes are:

Accidents or injuries to the surface of the eye (chemical burns or sports injuries)

Diabetes

Glaucoma

Macular degeneration

The type of partial vision loss may vary, depending on the cause:

with cataracts, vision may be cloudy or fuzzy, and bright light may cause glare

With diabetes, vision may be blurred, there may be shadows or missing areas of vision, and difficulty seeing at night

With glaucoma, there may be tunnel vision and missing areas of vision

With macular degeneration, the side vision is normal, but the central vision is slowly lost

Some other causes of vision loss are:

Blocked blood vessels to the retina

Complications of premature birth (retrolental fibroplasia)

Complications of eye surgery

Lazy eye

Optic neuritis

Stroke

Retinitis pigmentosa

Tumors, such as retinoblastoma and optic nerve glioma

Total blindness (no light perception) is often due to:

Severe trauma or injury

Complete retinal detachment

End-stage glaucoma

End stage diabetic retinopathy

Severe internal eye infection (endophthalmitis)

Vascular occlusion (stroke in the eye)

# data[].attributes.headline
What are some examples of assistive technology for blind people?

# data[].attributes.subject
What are some examples of assistive technology for blind people?

# data[].attributes.body
What are examples of assistive technology for blind people?

For those who are blind, the main assistive technology are screen readers, braille displays, and speech recognition software.³

The lady above is seen using a screen reader to complete her school work.  These technologies allow the blind student to continue her literacy development alongside her peers. The screen reader is a very important tool for all blind people.

# data[].attributes.body
Blind people are able to easily convey knowledge into written form using a diction software. Additionally, speech recognition software allows a user to navigate, type, and interact with websites using their voice.

# data[].attributes.attachment_caption
Young blind student is coupled with a peer to assist him throughout the day.

# data[].attributes.headline
What accommodations are done for blind students?

# data[].attributes.subject
What accommodations are done for blind students?

# data[].attributes.body
Although each situation is different, the following accommodations are typical for a student with blindness:

Audiotaped, Braille, or electronically formatted lesson notes, handouts, and texts.

Verbal descriptions of visual aids

Raised-line drawings and tactile models of graphic materials

Braille lab signs and equipment labels; auditory lab warning signals

Adaptive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers) Computer with optical character reader, voice output, Braille screen display and printer output.⁴

These accommodations are intended to help reduce and/or eliminate the interference of the disability in a learning environment. It is a way to make the environment inclusive for students of ALL learning methods. Integrating disability equipment allows the student to have a fair chance at obtaining the same knowledge as the other students.

# data[].attributes.body
A young girl is using a braille display to complete her school work. This invention is vital in order to allow the student to communicate and enhance her language development.  The young girl is able to read using this instrument.

This keyboard-like device that translates text into braille and enables blind or deaf-blind individuals to read text using their fingers.

# data[].attributes.headline
Fun Fact: iPhone is Popular Amongst the Blind Population

# data[].attributes.subject
Fun Fact: iPhone is Popular Amongst the Blind Population

# data[].attributes.body
Why is iPhone popular with people who are blind?

Apple has the most mature accessible smartphone on the market, allowing for reliable features to work for most blind users. Apple bakes accessibility into its native controls and framework. Thus, apps that are written for iOS are more likely to be accessible, without even meaning to be.

Smartphones have opened up new possibilities to blind users. Now, they have created apps that help them recognize money, identify colors, scan bar codes and read product information, and help them navigate in new cities.

With the above-mentioned possibilities, these apps/devices allow the blind person to become far more independent than in previous years.

# data[].attributes.headline
Fun Fact: Walking sticks are known as "white canes"

# data[].attributes.subject
Fun Fact: Walking sticks are known as "white canes"

# data[].attributes.body
Did you know the walking stick blind people use is referred to as a "white cane"? There are trainings available to teach blind people how to use them. They are a very important daily tool used by blind people.

# data[].attributes.attachment_link.title
Everything You Need to Know About White Canes

# data[].attributes.attachment_link.description
White canes allow people who are blind, DeafBlind, or visually impaired to navigate the world around them safely and independently.

# data[].attributes.body
Andrea Bocelli is an Italian Tenor, who is a famous blind singer. He has 15 solo albums, which include 3 greatest hits.

# data[].attributes.body
References (Blindness)

¹=Medline Plus, https://medlineplus.gov/ency/article/003040.htm,

²=World Health Organization, https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment, October 13, 2022

3 = Level Access, https://www.levelaccess.com/blog/understanding-assistive-technology-how-does-a-blind-person-use-the-internet/#:~:text=Assistive%20Technology%20Used%20by%20Blind%20People&text=For%20those%20who%20are%20blind,displays%2C%20and%20speech%20recognition%20software. © 2023

4= Teaching Students With Visual Impairments, https://www.teachingvisuallyimpaired.com/accommodations--modifications.html, March 13. 2016

5 = Investigate Ophthalmology and Visual Science, https://iovs.arvojournals.org/article.aspx?articleid=2767477#:~:text=Results%20%3A%20Globally%2C%20among%207.79%20billion,UI%3A%2029.7%2D38.0%20million), June 2020

# data[].attributes.body
Assistive technology for traumatic brain injuries includes:
-speech generating devices like "GoTalks"
-portable recording devices
-assistive writing devices like "Dragon Naturally Speaking"

https://guides.library.illinois.edu/c.php?g=497977&p=3409451

# data[].attributes.attachment_link.title
Visually impaired can ‘see’ with this assistive technology

# data[].attributes.headline
How do teachers know a student has Emotional Disturbance? 

# data[].attributes.subject
How do teachers know a student has Emotional Disturbance? 

# data[].attributes.body
Extreme Behavior Changes: Students with emotional disturbance may exhibit extreme changes in behavior, such as sudden aggression, withdrawal, or frequent mood swings.
Difficulty Building Relationships: They might have trouble forming and maintaining positive relationships with peers and teachers, often isolating themselves socially.
Academic Struggles: Emotional disturbance can affect a student's academic performance, leading to a decline in grades and disinterest in schoolwork.
Frequent Emotional Outbursts: Students may have frequent emotional outbursts or difficulty controlling their emotions, leading to disruptive behavior in the classroom.
Social Withdrawal: They might consistently avoid social interactions, preferring to be alone or isolated from others.
Impulsive Behavior: Students with emotional disturbance may display impulsive and reckless behavior without considering the consequences.
Inability to Concentrate: Emotional disturbances can lead to difficulties focusing and paying attention in class.
Physical Symptoms: Some students may exhibit physical symptoms like headaches or stomachaches in response to emotional stress.
Difficulty Coping with Stress: They might have trouble coping with everyday stressors and challenges, becoming overwhelmed easily.
Aggressive Behavior: Students may display aggressive behaviors toward others, including verbal or physical aggression.

# data[].attributes.body
AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone’s speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can’t talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a “voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

Reference:
https://www.asha.org/public/speech/disorders/aac/

# data[].attributes.attachment_link.title
Assistive Technology in Action - Meet Elle

# data[].attributes.body
Accommodations

Augmentative communication device (synthesized speech, print output, etc.)

Course modifications, such as one-to-one presentations and the use of a computer with a voice synthesizer

Seating in front of class.

Minimizing of distractions by seating away from doors and windows.

Extended time to complete exams.

Administration of exams in a non-distracting environment.

Taped lectures.

In-class note taker.

Medication prescribed by physician.

Class scheduling assistance.

Instructional Strategies

Permit students the time they require to express themselves, without unsolicited aid in filling the gaps in their speech

Be patient and take the time to communicate effectively. Ask students to repeat or clarify if you do not understand their speech

Permit students to be silent in class unless speech is a required course competency appropriate for particular students

Reference:
https://www.rcld.uga.edu/accommodations-and-instructional-strategies

# data[].attributes.body
https://www.youtube.com/watch?v=JMilZEolRRU&t=1s&ab_channel=tsunadei
https://www.youtube.com/watch?v=zt4sOjWwV3M&ab_channel=NAMI

# data[].attributes.attachment_link.title
10 Common Warning Signs Of A Mental Health Condition

# data[].attributes.body
https://www.youtube.com/watch?v=MNYAb7VimC8
Here is an introduction of speech or language impairment.
https://www.youtube.com/watch?v=vXBzAGtsG-w
Here is an example of how to use assistive technology

# data[].attributes.attachment_link.title
Speech Language Impairment: Students with Disabilities

# data[].attributes.body
.Make learning relevant
.Help students establish positive peer   relationships
.Teach behavior management skills.
·Identify and deal with depression
·Help students deal with stress
(Henley & Long, 2003)

# data[].attributes.body
Low-tech AT Supports

Behavior Charts allow students to visually track behavior changes and positive outcomes

http://latitudes.org/behavior-charts/

Vision Boards allow students to visually keep track of goals and reminders for appropriate behavior.

Point/Incentive Sheets allow students to keep track of positive reinforcements and

can be a great motivational tool.
Mid-tech AT Supports

The Talklight - its light flashes according to noise in the room. Helps teach self-monitoring of noise levels and positive reinforcements.

http://www.talklight.ws/index-3.html#Cafeteria

Music Players - musical devices can be used in the classroom to play music and sounds to promote focus and calm.

Reminder Devices - simple vibrations or other observable signals remind a student of their focus behavior

http://issuu.com/motivaider/docs/helpkidschange?e=2932338/2596567
e.g：Motivaider. The main feature is a timer that buzzes after a set time, helping children stay focused. It acts as a reminder, fostering student independence.
Hi-tech AT Supports

Multi-sensory Integrated Technology Programs offer complete sensory cues, prompts, and lessons for social and emotional engagement. Scientifically designed to improve the communication between the heart and brain through the nervous system.

http://thinkingmoves.com/

Reference：（https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/?frame=1750ebb0be9216a18e781f465133cc57b0ed4989）

# data[].attributes.attachment_link.title
Assistive Technology for Emotional and Behavioral Disorders

# data[].attributes.attachment_link.description
Students with EBD Other common characteristics and behaviors include: Hyperactivity (short attention span, impulsiveness) Aggression or self-injurious behavior (acting out, fighting) Withdrawal (failure to initiate interaction with others; retreat from exchanges of social

# data[].attributes.body
ENCOURAGE POSITIVE BEHAVIORS

ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS-PARTICIPATING IN CLASS

providing clear instructions

breaking down tasks into smaller steps

offer choices when able

give students extra time to complete assignments.

PROVIDE PROPER ASSIGNMENTS
ENSURE ACCOUNTABILITY

Having clear rules and expectations in place

Providing immediate feedback to the student

Use non-verbal cues or a code word to communicate inappropriate behavior

Encouraging the student to take ownership of their actions

Imposing consequences for severe inappropriate types of behavior

ENCOURAGE STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS TO PARTICIPATE IN SOCIAL ACTIVITIES

small group work

lunch time with small number of peers

Seat the student close to a positive role model

provide additional personal space between desks

partnering with a peer to encourage social skills.

WORK WITH COLLEAGUES, COUNSELORS, OR PSYCHOLOGISTS
ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS-CALM ENVIRONMENT AND SCHOOL ROUTINES

Keeping noise levels down

Having a predictable schedule

Noise cancelling headphones

Dim lighting

Having clear rules and expectations

Providing structure and routine

Use visual supports to reinforce the predictability of the routine

Reference
https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/