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"There are approximately 10,000 children and youth in the United States who have been identified as deaf-blind. Deaf-blindness is a low-incidence disability and within this population there is great variability in terms of age, race/ethnicity, cause of deaf-blindness, and severity and type of hearing and vision loss. Ninety percent have additional physical, medical, or cognitive disabilities."

Source: National Center on Deaf-Blindness (NCDB)
https://www.nationaldb.org/about/

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About the National Center on Deaf-Blindness

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The National Center on Deaf-Blindness is comprised of six established agencies with an excellent track record of serving children who are deaf-blind. This multi-agency approach allows us to gather qualified staff from across the U.S., which is essential in the highly specialized field of deaf-blindness where expertise is geographically dispersed.

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This website lists some resources and ideas for parents to help their children who are blind or have vision impairment to develop ECC skills (such as personal hygiene, time management, etc.).

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Activities, Ideas, and Resources for Developing ECC Skills: What Parents Need to Know

Your child needs to study the same basic academic subjects that sighted children do, from how to tell time to how to write a persuasive essay. But in order to master these subjects (often known as the "core curriculum") and complete their schoolwork-as well as to eventually live and work independently-children who are visually impaired usually need to learn an additional set of skills known as the "expanded core curriculum."

They are sometimes also referred to as "disability-specific skills" or "vision-related skills" because they are useful specifically for individuals who are visually impaired. They may include activities such as

using braille to read and write, instead of reading printed books or using a pencil and paper to write;

learning how to move about in the environment safely and independently, which is known as orientation and mobility (O&M);

knowing how to use specialized computer equipment and other technology devices designed for children with visual impairments; and

learning how to use what vision they have effectively and efficiently.

The classroom teacher is responsible for teaching your child the basic academic curriculum, but because the expanded core curriculum covers the unique, specialized needs of visually impaired students, the subjects included within it should be taught by a teacher who specializes in working with students who have visual impairments. This teacher is a pivotal member of the educational team that works with your child.

Expanded Core Curriculum Subjects and Skills: Resources for Families

The following are the subjects and skills that students who are visually impaired are taught to enable them to study the basic educational curriculum along with their sighted classmates.

Compensatory academics-critical skills that students need to be successful in school, such as concept development, organizational skills, speaking and listening, and communication skills such as braille or print reading and writing.

Independent living-skills needed to function as independently as possible in school and at home, including personal grooming, time management, cooking, cleaning, clothing care, and money management.

Sensory efficiency-skills that help students use the senses, including any functional vision, hearing, touch, smell (olfactory), and taste (gustatory). Examples of sensory efficiency skills your child may learn include:

Use of technology-skills to use devices such as computers or other electronic equipment that make it easier to function effectively in school, at home, and in the workplace.

Self-determination-skills to enable students to become effective advocates for themselves based on their own needs and goals.

Although this may seem like a lot for any child to accomplish, your child's education team will decide which of these skills your child needs to focus on at any given time.

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The Expanded Core Curriculum for Students Who Are Blind or Visually Impaired

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Activities, Ideas, and Resources for Developing ECC Skills: What Parents Need to Know Your child needs to study the same basic academic subjects that sighted children do, from how to tell time to how to write a persuasive essay. But in order to master these subjects (often known as the “core curricu…

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These glasses help those who are legally blind to "see" by communicating visual information through audio.

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Visually impaired can ‘see’ with this assistive technology

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Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student with blindness:

Audiotaped, Brailled, or electronically formatted lecture 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

For more information about accommodations for students with disabilities, consult Working Together: Faculty and Students with Disabilities or view the video by the same title. For information about adaptive technology for students who are blind, consult Working Together: Computers and People with Sensory Impairments or view the video by the same title.

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What are typical accommodations for students with blindness? | DO-IT

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Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student with blindness: Audiotaped, Brailled, or electronically formatted lecture notes, handouts, and texts Verbal descriptions of v…

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Vision impairment is when a person’s eyesight cannot be adjusted to "normal". It may be caused by a number of factors, including loss of visual acuity or loss of visual field. The severity of the impairment can be categorized for specific purposes. “Legal blindness” indicates that a person can receive special assistance in education or federal programs. Vision impairment can impact a child’s understanding of the world, as well as affecting the child’s development by limiting the exposure of experiences and information.

Reference:
What is Vision Impairment? Communications Services Department of Ophthalmology. (n.d.). Retrieved February 3, 2023, from http://ophthalmology.pitt.edu/vision-impairment/what-vision-impairment

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Vision impairment means that a person's eyesight cannot be corrected to a "normal" level.

Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual. It may also be caused by a loss of visual field, where the eye cannot see as wide an area as usual without moving the eyes or turning the head.

There are different ways of describing how severe a person's vision loss is. The World Health Organization defines "low vision" as visual acuity between 20/70 and 20/400, with the best possible correction, or a visual field of 20 degrees or less. "Blindness" is defined as a visual acuity worse than 20/400, with the best possible correction, or a visual field of 10 degrees or less.

Someone with a visual acuity of 20/70 can see at 20 feet what someone with normal sight can see at 70 feet. Someone with a visual acuity of 20/400 can see at 20 feet what someone with normal sight can see at 400 feet. A normal visual field is about 160-170 degrees horizontally.

Vision impairment severity may be categorized differently for certain purposes. In the United States, for example, we use the term "legal blindness" to indicate that a person is eligible for certain education or federal programs. Legal blindness is defined as a visual acuity of 20/200 or worse, with the best possible correction, or a visual field of 20 degrees or less.

Visual acuity alone cannot indicate how much a person's life will be affected by vision loss. It is important to also assess how well a person uses the vision they have. Two people may have the same visual acuity, but one may be able to use his or her vision better to do everyday tasks.

Most people who are "blind" have at least some usable vision that can help them move around in their environment and do things in their daily lives. A person's functional vision can be evaluated by observing them in different settings to see how they use their vision.

A functional vision evaluation can answer questions such as these:

Can the person scan a room to find someone or something?
What lighting is best for the person to do different tasks?
How does the person use his or her vision to move around in a room or outside?

Vision Impairment in Children

Vision impairment changes how a child understands and functions in the world. Impaired vision can affect a child's cognitive, emotional, neurological, and physical development by possibly limiting the range of experiences and the kinds of information a child is exposed to.

Nearly two-thirds of children with vision impairment also have one or more other developmental disabilities, such as mental retardation, cerebral palsy, hearing loss, or epilepsy. Children with more severe vision impairment are more likely to have additional disabilities than are children with milder vision impairment.

References

Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD. The educational annotation of ICD-9-CM (4th edition). Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Sonksen PM, Petrie A, Drew KJ. Promotion of visual development of severely visually impaired babies: evaluation of a developmentally based programme. Developmental Medicine and Child Neurology 1991;33:320-35. Date: October 29, 2004 ?Content source: National Center on Birth Defects and Developmental Disabilities

Courtesy of Centers for Disease Control and Prevention (CDC).

Vision impairment means that a person's eyesight cannot be corrected to a "normal" level.

Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual. It may also be caused by a loss of visual field, where the eye cannot see as wide an area as usual without moving the eyes or turning the head.

There are different ways of describing how severe a person's vision loss is. The World Health Organization defines "low vision" as visual acuity between 20/70 and 20/400, with the best possible correction, or a visual field of 20 degrees or less. "Blindness" is defined as a visual acuity worse than 20/400, with the best possible correction, or a visual field of 10 degrees or less.

Someone with a visual acuity of 20/70 can see at 20 feet what someone with normal sight can see at 70 feet. Someone with a visual acuity of 20/400 can see at 20 feet what someone with normal sight can see at 400 feet. A normal visual field is about 160-170 degrees horizontally.

Vision impairment severity may be categorized differently for certain purposes. In the United States, for example, we use the term "legal blindness" to indicate that a person is eligible for certain education or federal programs. Legal blindness is defined as a visual acuity of 20/200 or worse, with the best possible correction, or a visual field of 20 degrees or less.

Visual acuity alone cannot indicate how much a person's life will be affected by vision loss. It is important to also assess how well a person uses the vision they have. Two people may have the same visual acuity, but one may be able to use his or her vision better to do everyday tasks.

Most people who are "blind" have at least some usable vision that can help them move around in their environment and do things in their daily lives. A person's functional vision can be evaluated by observing them in different settings to see how they use their vision.

A functional vision evaluation can answer questions such as these:

Can the person scan a room to find someone or something?
What lighting is best for the person to do different tasks?
How does the person use his or her vision to move around in a room or outside?

Vision Impairment in Children

Vision impairment changes how a child understands and functions in the world. Impaired vision can affect a child's cognitive, emotional, neurological, and physical development by possibly limiting the range of experiences and the kinds of information a child is exposed to.

Nearly two-thirds of children with vision impairment also have one or more other developmental disabilities, such as mental retardation, cerebral palsy, hearing loss, or epilepsy. Children with more severe vision impairment are more likely to have additional disabilities than are children with milder vision impairment.

References

Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD. The educational annotation of ICD-9-CM (4th edition). Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Sonksen PM, Petrie A, Drew KJ. Promotion of visual development of severely visually impaired babies: evaluation of a developmentally based programme. Developmental Medicine and Child Neurology 1991;33:320-35. Date: October 29, 2004 ?Content source: National Center on Birth Defects and Developmental Disabilities

Courtesy of Centers for Disease Control and Prevention (CDC).

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Vision impairment means that a person's eyesight cannot be corrected to a "normal" level. Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual.

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Here is a video showcasing the Perkins SMART Brailler which is used with Braille students. To see how cool this learning tool is, feel free to watch the video. Note that deaf-blind students would likely require sufficient hearing, possibly through hearing aids or cochlear implants, in order to make good use of the Perkins SMART Brailler.

Source: Perkins School for the Blind
https://www.youtube.com/watch?v=DPqu6MKx2Uw

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Florida School for the Deaf and Blind Facilitates Braille Learning Using the Perkins SMART Brailler

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Speech or language impairment - Katarzyna

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Speech or language impairment - Katarzyna

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https://www.asha.org/news/2020/how-to-help-children-with-speech-and-language-disorders-in-virtual-and-modified-in-person-classroom-settings/

https://www.twinkl.com/teaching-wiki/accommodations-for-speech-and-language-impairments This site has many useful classroom resources for teachers.

https://www.youtube.com/watch?v=CUw1zkZkzhk
An interesting video with some short clips illustrating teaching strategies and some interviews with special teachers.

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

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

Redirect the student frequently and provide step by step directions - repeating when necessary.

Allow students to tape lectures.

Allow more time for the student to complete activities.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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

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Amal Othman
Cohort 8

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Signs and Symptoms of Autism Spectrum Disorder

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Signs and Symptoms of Autism Spectrum Disorder

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

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Centers for Disease Control and Prevention

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

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

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

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

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

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

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

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

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

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

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

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

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

Restricted or Repetitive Behaviors or Interests

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

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

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

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

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

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

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

Other Characteristics

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

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

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

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

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

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Specific Learning Disability: Categories of Students with Disabilities

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What is SLD? Neurodevelopmental disorders that are typically diagnosed in early school-aged children, although may not be recognized until adulthood. They are characterized by a persistent impairment in at least one of three major areas: reading, written expression, and/or math.

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What is SLD? Neurodevelopmental disorders that are typically diagnosed in early school-aged children, although may not be recognized until adulthood. They are characterized by a persistent impairment in at least one of three major areas: reading, written expression, and/or math.

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Specific skills that may be affected

1-Word reading accuracy, spelling, grammar,and fluency in reading

2-Calculation, mathematics

3- Difficulties with these skills often cause problems in learning subjects such as history, math, science and social studies and may impact everyday activities and social interactions.

Learning disorders are categorized:

1-Mild: Some difficulties with learning in one or two academic areas, but may be able to compensate

2-Moderate: Significant difficulties with learning, requiring some specialized teaching and some accommodations or supportive services

3-Severe:Severe: difficulties with learning, affecting several academic areas and requiring ongoing intensive specialized teaching

Diagnosis

To be diagnosed with a specific learning disability, a person must meet four criteria.

1. Have difficulties in at least one of the following areas for at least six months despite targeted help:

Difficulty reading (e.g., inaccurate, slow and only with much effort).

Difficulty understanding the meaning of what is read.

Difficulty with spelling.

Difficulty with written expression (e.g., problems with grammar, punctuation or organization).

Difficulty understanding number concepts, number facts or calculation.

Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).

2. Have academic skills that are substantially below what is expected for the child’s age and cause problems in school, work or everyday activities.

3. The difficulties start during school-age even if some people don’t experience significant problems until adulthood (when academic, work and day-to-day demands are greater).

4. Learning difficulties are not due to other conditions, such as intellectual disability, vision or hearing problems, a neurological condition (e.g., pediatric stroke), adverse conditions such as economic or environmental disadvantage, lack of instruction, or difficulties speaking/understanding the language

5. Types of Learning Disorders:
1-Dyslexia
2- Dysgraphia
3-Dyscalculia

Process:
- The school must provide an evaluation. Those found to have specific learning disability are eligible for special education services.
-A team, including school personnel and parents, will develop an Individualized Education Plan (IEP) for the student. Parents should specifically ask for an evaluation if they are concerned.
-Educational advocates may be helpful to families in the IEP process.
- The federal law also requires that free appropriate public education (FAPE) be offered to all students, including those requiring special education.
Treatment: Getting Help
Early intervention is key for people with specific learning disability. If problems are identified early, intervention can be more effective, and children can avoid going through extended problems with schoolwork and related low self-esteem.
Under federal law, the Individuals with Disabilities Education Act (IDEA), students with learning disorders are eligible for special education services. The law requires that if a child is suspected of having a specific learning disability.

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Specific Learning Disability: definition, types, diagnosis and accommodation.

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Specific Learning Disability: definition, types, diagnosis and accommodation.

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https://youtu.be/_3ONz6TaKIk

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

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Centers for Disease Control and Prevention

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What is intellectual disability?

Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children. Children with intellectual disability might have a hard time letting others know their wants and needs, and taking care of themselves. Intellectual disability could cause a child to learn and develop more slowly than other children of the same age. It could take longer for a child with intellectual disability to learn to speak, walk, dress, or eat without help, and they could have trouble learning in school.

Intellectual disability can be caused by a problem that starts any time before a child turns 18 years old - even before birth. It can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is not known. Some of the most common known causes of intellectual disability - like Down syndrome, fetal alcohol syndrome, fragile X syndrome, genetic conditions, birth defects, and infections - happen before birth. Others happen while a baby is being born or soon after birth. Still other causes of intellectual disability do not occur until a child is older; these might include serious head injury, stroke, or certain infections.

What are some of the signs of intellectual disability?

Usually, the more severe the degree of intellectual disability, the earlier the signs can be noticed. However, it might still be hard to tell how young children will be affected later in life.

There are many signs of intellectual disability. For example, children with intellectual disability may:

sit up, crawl, or walk later than other children

learn to talk later, or have trouble speaking

find it hard to remember things

have trouble understanding social rules

have trouble seeing the results of their actions

have trouble solving problems

What can I do if I think my child may have intellectual disability?

Talk with your child's doctor or nurse. If you or your doctor think there could be a problem, you can take your child to see a developmental pediatrician or other specialist, and you can contact your local early intervention agency (for children under 3) or public school (for children 3 and older). To find out who to speak to in your area, you can contact the Parent Center in your state: www.parentcenterhub.org/find-yourcenter/external icon .

To help your child reach his or her full potential, it is very important to get help for him or her as early as possible!

Page last reviewed:

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Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children.

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Source: https://www.dhcas.gov.hk/file/conditions/ID_Eng_1706.pdf

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

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

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

Understanding students with an intellectual disability?

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

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

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

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

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

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

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

Students with an intellectual disability in the classroom

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

For many ID children, the following difficulties may apply:

Difficulty in developing social and communication skills

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

Difficulty in understanding new or different information

Difficulty understanding or comprehending concepts that are abstract

Difficulty processing information sequentially

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

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

Teaching students with an intellectual disability

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

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

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

Using small steps

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

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

Modify teaching to be more hands-on

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

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

Think visual

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

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

Five ways to incorporate intellectual disability strategies into your classroom

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

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

1. Use baby steps

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

2. Incorporate more physical learning experiences

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

3. Start a feedback book or chart

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

4. Encourage music in the classroom

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

5. Provide visual stimulus

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

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

How we can help you with students with an intellectual disability

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

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

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

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Other Health Impairments - Adjustments and Assistive Technologies (Muhammad Sohail Khan)

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Other Health Impairments - Adjustments and Assistive Technologies (Muhammad Sohail Khan)

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Adjustments for Students with Other Health Impairments

ADHD (source: ADHD Foundation UK)

Conveying Instructions Clearly

You will often need to address students with ADHD in the clearest possible way. Here are some examples:

Always address the student by name Keep all instructions short and simple e.g., “Pick up your books please”

Try to make eye contact wherever possible

Speak clearly and concisely, and maintain an even tone

Don’t ask why, say (for example) what should you be doing now?

Also use when, then and either or; for example, “Nathan when you have put the book away then you can have a drink, when you have put the chair under the table then you can go”

Then give your instructions in a simple step-by-step way, pausing between each step and perhaps giving them the chance to do each activity

Give positive feedback: Tell them when they are good

Praise improves concentration skills in students with ADHD. When they do something well, tell them how pleased you are that they’ve done it. Praise in specific terms rather than generally e.g., “That was a really interesting story with an exciting ending” rather than “well done”. If they have behaved well during a lesson, say so but be precise about what they did when and where. Always remember to praise effort rather than ability.

Fiddling and Fidgeting

It’s hard to stop students with ADHD fiddling and fidgeting but it is helpful to be proactive rather than reactive to this. It is a good idea to give them something to fiddle with, such as spinners*, squeezable balls, tangle toys or small building blocks.

Settling Down

It takes time for students with ADHD to settle in different places. It can be difficult for them to wind down, especially after break time. Going from the relative calm of the classroom to the playground and back again can be quite difficult for students with ADHD to manage.

After a break, they may need to settle down for a few minutes before focusing on specific tasks. In some cases it is a good idea to ask them to come back 2 minutes before the end of break to help settle them before the next class. Changes to daily routines are also unsettling. If there is going to be a change, explain what’s going to happen in advance.

Encouraging Better Organization

For daily routines, stick a timetable to their desk

When they are working on projects, draw up a checklist to ensure
every point is covered

To avoid confusion, don’t give them more than one assignment at a time

Overall, concentrate on teaching them not what to learn, but how to learn it

Possible Adjustments with Homework and Assignments

Can homework be reduced or differentiated to that which is essential. Is the homework really necessary and if so can the amount or style be adapted for the student with ADHD. Perhaps more one word answers than essays or multiple choice answers for math.

Assistive Technologies for Students with Other Health Impairments (Source: BYU University Accessibility Center)

1. Dragon Naturally Speaking

Speech-to-text program

Voice recognition application recognizes different English dialects and other languages

Serves students with visual, learning, physical, and emotional disabilities, as well as ADHD and chronic illness

2. Ipad

Tablet with capabilities of desktop or laptop computer

Can download and store textbooks and supplemental reading materials

Enables use of apps that accommodate students

Serves students with visual, learning, physical, and emotional disabilities, as well as ADHD and chronic illness

3. Kurzweil 3000

Text-to-speech technology

Medium for reading and writing

Serves students with visual, learning, physical, and emotional disabilities, as well as ADHD and chronic illness

4. Smartpen

Ink pen capable of recording audio from lecture and hand-written notes simultaneously

Serves students with visual, learning, physical, and emotional disabilities, as well as ADHD and chronic illness

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https://www.youtube.com/watch?v=r29iOjnbbgA

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Multiple disabilities are defined as severe impairments in two or more areas, one of which should be intellectual disability. Ex. "multiple disabilities" does not include deaf-blindness. The combination of these disabilities results in such severe educational needs that it cannot be accommodated in a special education program for only one of the disorders.

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Awesome Ideas to Use Assistive Technology with Students Diagnosed with Multiple Disabilitiesn

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Awesome Ideas to Use Assistive Technology with Students Diagnosed with Multiple Disabilitiesn

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How to Use Assistive Technology with Students Diagnosed with Multiple Disabilitiesn-Stephanie Renaud

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A look inside - Multiple Disabilities Program

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A look inside - Multiple Disabilities Program

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A look inside the LCS Multiple Disabilities Program

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Source: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwifvITYlfz8AhUIB94KHRAwBREQFnoECDkQAQ&url=https%3A%2F%2Fportal.ct.gov%2F-%2Fmedia%2FDDS%2Fcop%2Ftechcommittee%2FAT_DCD.doc%3Fla%3Den&usg=AOvVaw3LMxDcLLHyxsqOVwuja7Hy

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Technology for People with Intellectual Disabilities

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Here is a six minute video of a teacher describing her experiences of teaching children with deaf-blindness. From the video, it is evident that overcoming communication obstacles is key. Also, the causes of deaf-blindness in children usually cause other difficulties, too.

Source: Utah Schools for the Deaf and Blind USDB YouTube video
https://www.youtube.com/watch?v=_Vop4S4iMhk

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Utah Schools for the Deaf and the Blind USDB

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Here is an introductory video to deaf-blindness from Perkins School for the Blind

Source: Perkins School for the Blind YouTube video
https://www.youtube.com/watch?v=JCMKoNL_h-Q

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An inside look at deafblindness, from Helen Keller to today.

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National Center on Deaf-Blindness (NCDB)

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National Center on Deaf-Blindness (NCDB)

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Here is an important resource for dealing with deaf-blindness in the United States.

Source: National Center on Deaf-Blindness (NCDB)
https://www.nationaldb.org/

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Improving services, results, and quality of life for children and youth who are deafblind

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If you are a family member, teacher, or other individual involved in the life of a child with both vision and hearing loss, please contact your state deafblind project for information and assistance.

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Typically, children with autism process visual information easier than auditory information. Any time we use assistive technology devices with these children, we're giving them information through their strongest processing area (visual). Therefore various types of technology from "low" tech to "high" tech, should be incorporated into every aspect of daily living in order to improve the functional capabilities of children with autism.

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How Can You Accommodate Autistic Students in the Classroom? 

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How Can You Accommodate Autistic Students in the Classroom? 

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Classroom accommodations allow autistic children space to learn and embrace their differences and find success in their education.

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Classroom accommodations allow autistic children space to learn and embrace their differences and find success in their education.

Autism spectrum disorder (ASD) creates unique needs for autistic children in the classroom, but educators, parents, and caregivers can work together to create a successful learning experience by accommodating each student on an individual basis.

ASD doesn't look the same in every child. The severity of the autism, the child's personality, home environment, and many other factors affect how the child interacts with the world.

There isn't a one size fits all solution to integrating an autistic child into an education system designed for non-autistic children. It takes a case-by-case look at the classroom and the child.

We consulted Sharon Kay-O'Connor, LCSW, from Manhatten, NYC, and Richard Weinfeld, a special education consultant and director at Weinfeld Education Group in Maryland, Washington DC, and Virginia for their expert advice.

For autistic children, verbal communication and eye contact may be difficult or even painful. Words often get translated into pictures, which means instructions might be missed.

"Some students might feel more comfortable communicating via sign language or AAC (Augmentative and Alternative Communication) devices, as opposed to spoken speech," says Kaye-O'Connor.

"Some autistic kids may be more sensory-seeking, while others may fit a more sensory-sensitive profile. Knowing your child's specific sensory profile will provide insight into what kind of environment and sensory supports will help them thrive," explains Kaye-O'Connor.

Each child is different and how they process sensory information varies based on their:

"Some autistic students may also need the flexibility of movement or seating to be able to listen and learn most effectively," says Kaye-O'Connor.

Wiggle seats or periodic exercise breaks to carry heavy books or simply use a fidget spinner can help children stay focused.

"I always recommend whenever a child is autistic (or maybe autistic), consult with an Occupational Therapist (OT) to better understand the child's specific sensory needs and the sensory supports that will be most helpful for them." Kaye-O'Connor. An OT may use:

Play therapy: Play is often how autistic children express their thoughts and emotions. An occupational therapist can use play to teach children how to connect with people through a medium that makes sense to them.

Joint attention symbolic play engagement and regulation (JASPER): Although more research is needed to support the effectiveness, JASPER teaches autistic children how to focus on two things at once, namely a toy and a person. According to 2021 research, children who engage in JASPER often show a marked improvement in their attention, social, and language skills.

Integrated play groups (IPGs): IPGs give autistic children an opportunity to play and learn from their peers in a guided, safe environment.

Autistic children often have an area or specific topic of interest that they enjoy learning and talking about.

Kaye-O'Connor points out, "Special interests are one of the great joys of autistic life. Support and encourage your child's interest in their favorite topics, and join them in their enthusiasm."

A work area that reduces distractions, which could be sensory information like noise, bright colors, and smells can help with focus. The area could also include earplugs or a wiggle seat, depending on the child's needs.

All children need an occasional break, but those breaks are even more important for autistic children. Their sensory sensitivities can make a classroom environment overwhelming and sometimes painful.

A designated area that's free of sensory stimulation can help autistic children continue to put their best selves forward.

Autistic children thrive off of routines. Changes in routine or transitioning from one activity to another can be difficult. Printed schedules with words and pictures are a way to help and reassure autistic children.

If there will be a change in the schedule, letting the child know a couple of days in advance gives them time to prepare, though they may still have difficulty with the change.

Autistic children are often the subject of bullying and teasing because of their behavioral differences.

"Teachers can head this off by educating the general education peers about students with autism in general and making the class aware of the strengths and needs of this student in particular," says Weinfeld.

Children learn from their peers, and supportive peers can help autistic children develop and expand their social skills. "Teachers should be careful to group the student with other students who will be supportive of them.

The student with high-functioning autism may be given a specific role to perform in the group," says Weinfeld.

Weinfeld continues, "Providing opportunities for the student to interact with a general education student who has the same or similar strengths or interests can facilitate good communication."

be on watch for teasing and bullying

support autistic students' interaction with neurotypical students

educate student peers and teach them how to interact with their autistic peer(s)

create, post, and keep a regular schedule

build sensory breaks into the schedule

A couple of final tips for educators that deserve extra attention.

From Weinfeld, "Teaching 'theory of mind.' Students with " high functioning autism " need help in understanding that other students have their own thoughts that are separate and may be different from what the student with lower support needs is thinking."

Try to give autistic children flexibility in their seating whenever possible.

"Some autistic students may also need the flexibility . . . in seating to be able to listen and learn most effectively. Some autistic kids may be super social, and others may prefer to spend free time or recess time alone," says Kaye-O'Connor.

Get to know your child's specific sensory needs. As Kaye-O'Connor puts it, "Knowing your child's specific sensory profile will provide insight into what kind of environment and sensory supports will help them thrive."

Set up a regular time (usually weekly) to communicate with your child's teacher about their successes and areas of improvement. Weinfeld suggests sharing this information with any specialists or therapists your child works with outside of school.

"Provide opportunities outside of school for your child to develop their strengths and pursue their areas of passion," says Weinfeld. Children build confidence and may identify potential career areas later in life.

Reach out if you need support from friends, family, school resources, and outside resources.

Create a distraction-free or low-sensory work area at home.

Autistic children see and interact with the world in different ways than nonautistic children. Understanding the child's specific sensory sensitivities and learning what interventions work for them can make all the difference in their educational experience.

You may consider providing:

a wiggle seat

earplugs

a scheduled quiet time in the afternoon

Parents and educators looking for more resources and information can go to the National Institute of Neurological Disorders and Stroke for more information on ASD.

They also provide a list of organizations, from research institutes to advocacy programs with resources for autistic people and their caregivers.

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9 Learning Accommodations for Autistic Students

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Autistic children see and interact with the world differently than nonautistic children. Consider these 9 tips to accommodate your students.

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This resource is an excellent read from a very prestigious university in the United States. What is deaf-blindness? How does it affect learning? Who is most at risk? What are the most effective interventions? This article not only gives detailed answers to these questions, but it also explains everything in easy to understand language.

Source: “Introduction to Language and Communication,” Vanderbilt University
https://my.vanderbilt.edu/speds2430/2020-topics/deaf-blindness/

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Deaf-blindness refers to instances in which an individual has concomitant hearing and visual impairments. Roughly 45,000 - 50,000 American individuals are said to experience the effects of deaf-blindness today.

It is important to acknowledge that the term "deaf-blind" does not insinuate that an individual has both profound hearing loss and a severe visual impairment; instead, deaf-blindness possesses a spectrum in which an individual typically has more profound impairments in either vision orhearing.

In fact, out of all of the individuals with deaf-blindness today, only 1% of this population experiences both total blindness and profound hearing loss whereas 5% of individuals with deaf-blindness are totally blind and 20% have profound hearing loss.

Because of the fact that individuals with deaf-blindness experience at least some degree of hearing and vision impairments, opportunities for learning and communicating are often much more limited.
POTENTIAL CAUSES OF DEAF-BLINDNESS
As of 2020, there are approximately more than 70 different known causes of deaf-blindness. The most prevalent of those causes include but are not limited to the following:

premature birth

CHARGE syndrome

Usher syndrome

Down syndrome

COMMUNICATION SKILLS Vision Impairments
Of all of the known causes of deaf-blindness, roughly 45% of cases appear to be attributed to hereditary disorders and syndromes, 19% continue to have an unknown etiology, and 36% are linked to prenatal congenital, postnatal, and prematurity complications.

Typically, individuals with deaf-blindness that experience more significant visual impairments than auditory impairments find that auditory communication is the most beneficial method for developing communication skills by receiving and processing auditory information. These individuals generally find the following communication skills to be areas of strength:

structural language skills, or syntax

capacity for short-term memory

vocabulary

Hearing Impairments
Unfortunately, because of the lack of visual input for those individuals that are deaf-blind, these individuals have more trouble in terms of pragmatics, or understandinglanguage. With environmental cues being severely limited for this subgroup of individuals with deaf-blindness, it is exponentially tougher for these individuals to pick up on facial expressions and gestures, and they have difficulty recognizing objects that others refer to since they have trouble actually seeing the items.

Individuals with hearing impairments generally have increased difficulty participating in both expressive and receptive speech. Since the crucial period of language development is dependent on auditory input that takes place when individuals are young, it is clear that a severe lack of auditory input for some individuals with deaf-blindness impedes these individuals' abilities to develop proper communication skills throughout the rest of their lifetimes. Similar to individuals that experience more visual deficits, those that experience more severe hearing impairments than visual impairments miss out on essential pragmatic cues, such as intonation that highlights important information and silent pauses that indicate turn taking, which significantly impairs these individuals' abilities to communicate with others.

Since the early years of life constitute a critical period for neurological development, early identification of deaf-blindness is vital in ensuring that these individuals attain access to the necessary interventions that will give them a better chance at developing communication skills during this time frame. Without the opportunity to receive these interventions early on, children with deaf-blindness will likely fall behind in their development of language.

One of the most common interventions for individuals with deaf-blindness is the use of a cochlear implant, which is a small electrical device that stimulates the cochlear nerve to improve or restore one's ability to hear and interpret speech. Since the cochlear implant gives individuals with deaf-blindness the opportunity to take in auditory input that would not have been possible without the device, implantation of the cochlear implant earlier in life proves to be especially important in maximizing individuals' abilities to develop communication skills appropriately.

In addition to having the cochlear implant installed, individuals with deaf-blindness must also decide on a communication approach that will supplement their language learning. The approaches that one may choose from are:

A visual, manual-based approach, which includes:

Physical signs

sign language

total communication

bilingual-bicultural communication

An auditory-speech based approach

LITERACY SKILLS Characteristics
Regardless of which approach an individual with deaf-blindness chooses to take, the greatest communication benefits have been proven to correlate with an earlier age of actually having the cochlear implant implanted.

Generally speaking, literacy skills are highly dependent on an array of skills that are typically attained during the early stages of language development. For individuals with deaf-blindness, however, a lack of visual and auditory input hinders the language development process, subsequently causing literacy development to be drastically impaired in most cases.

As a result of this reality, reading and writing frequently seem to be the most severely impaired literacy skills for individuals with deaf-blindness. This stems from the fact that methods of reading that diverge from that of using traditional text end up being much more mentally taxing and harder to learn.

On the other hand, spelling seems to be the least severely impaired literacy skill for those with deaf-blindness. This is because non-traditional methods of teaching spelling still manage to allow individuals to learn their language's alphabet in a similar time frame to that of traditional teaching methods.
Background Information About Braille (Video)
Of the various intervention services offered for individuals with deaf-blindness, two of the most commonly-known literacy interventions are the teaching of Brailleand the utilization of Augmentative and Alternative Communication.

Braille allows individuals with deaf-blindness to feel for specific arrangements of raised dots that represent different letters and numbers. Although it makes literacy development much more accessible for this population, it still requires more dedication and mental energy during the learning process than traditional print alphabets. For people with both extremely impaired hearing and vision, Braille may allow this particular group to access literacy in a way that would otherwise not be possible for these individuals.
ADDITIONAL RESOURCES VIDEO IMAGE SOURCES
Additionally, Augmentative and Alternative Communication (AAC) is defined as any device, system, or method that improves the abilities of a person with a particular communication or literacy impairment. AAC allows instructors and caregivers to adapt resources to the individual's specific needs, making a variety of resources much more personalized and, as a result, more relatable and beneficial for individuals with deaf-blindness. Some of these resources include daily schedules, story boxes, and interactive journals, which all allow literacy development to be more tangible for individuals with deaf-blindness.

https://www.freepik.com/

https://pixabay.com/

https://www.flaticon.com/
REFERENCES
https://www.images.google.com

Anthony, T. L. (2016). Early Identification of Infants and Toddlers With DeafblindnessDeafblindness. American Annals of the Deaf, 161(4), 412-423. doi:10.1353/aad.2016.0034

Bruce, S., & Bashinski, S. (2016, December 31). Individualizing and Personalizing Communication and Literacy Instruction for Children who are Deafblind [Abstract] . Journal of Deafblind Studies on Communication, 2 . http://jdbsc.rug.nl/article/view/25421 .

Bruce, S. M., Nelson, C., Perez, A., Stutzman, B., & Barnhill, B. A. (2016, November 5). The State of Research on Communication and Literacy in Deafblindness. Retrieved September 29, 2020, from https://doi.org/10.1353/aad.2016.0035 .

Cochlear Implant Surgery. (2019). Retrieved October 25, 2020, from https://www.hopkinsmedicine.org/health/treatment-tests-and-therapies/cochlear-implant-surgery

Connor, C., Hieber, S., Arts, A., & Zwolan, T. (2000). Speech, Vocabulary, and the Education of Children Using Cochlear Implants [Abstract]. Journal of Speech, Language, and Hearing Research

Dammeyer, J., & Larsen, F.A. (2016). Communication and language profiles of children with congenital deafblindness. The British Journal of Visual Impairment, 34 , 214 - 224.

Dammeyer, J. (2010). Interaction of dual sensory loss, cognitive function, and communication in people who are congenitally deaf-blind. Journal of Visual Impairment And Blindness , (11). https://link-gale-com.proxy.library.vanderbilt.edu/apps/doc/A242296065/AONE?u=tel_a_vanderbilt&sid=AONE&xid=e4d27688

Dettman, Shani, Wall, Elizabeth, Constantinescu, Gabriella & Dowell, Richard. (2013). Communication Outcomes for Groups of Children Using Cochlear Implants Enrolled in Auditory-Verbal, Aural-Oral, and Bilingual-Bicultural Early Intervention Programs [Abstract]. Otology & Neurotology , 34, 451-459. https://doi.org/10.1097/MAO.0b013e3182839650 etiologies/. hearing-vision-loss /. https://www.nationaldb.org/products/national-child-count/report-2017/

Marschark, M., & Spencer, P. E. (2016). The Fine Art of Conversation. In The Oxford handbook of deaf studies in language (p. 103-110). Oxford: Oxford University Press.

May-Mederake, B. (2012). Early intervention and assessment of speech and language development in young children with cochlear implants [Abstract]. International Journal of Pediatric Otorhinolaryngology, (7), 939-946. doi:10.1016/j.ijporl.2012.02.051

National Center on Deaf-Blindness. Documented Hearing and Vision Loss . (2017).

Piper, B., Bulat, J., Kwayumba, D., Oketch, J., & Gangla, L. (2019, September). Measuring Literacy Outcomes for the Blind and for the Deaf: Nationally Representative Results from Kenya. Retrieved September 29, 2020, from https://doi.org/10.1016/j.ijedudev.2019.05.002 .

Smelyakov, K., Chupryna, A., Yeremenko, D., Sakhon, A., & Polezhai, V. (2018). Braille Character Recognition Based on Neural Networks. 2018 IEEE Second International Conference on Data Stream Mining & Processing (DSMP). doi:10.1109/dsmp.2018.8478615

Spencer, P., & Marschark, M. (2006). Advances in the spoken language development of deaf and hard-of-hearing children [electronic resource] / edited by Patricia Elizabeth Spencer and Marc Marschark. Oxford University Press.

Stacey, P. C., Fortnum, H. M., Barton, G. R., & Summerfield, A. Q. (2006). Hearing-impaired children in the United Kingdom, I: Auditory performance, communication skills, educational achievements, quality of life, and cochlear implantation. Ear and hearing , (2), 161-186. https://doi.org/10.1097/01.aud.0000202353.37567.b4

Tadić, V., Pring, L., & Dale, N. (2009). Are language and social communication intact in children with congenital visual impairment at school age? Journal of Child Psychology and Psychiatry , 51(6), 696-705. https://doi.org/10.1111/j.1469-7610.2009.02200.x

U.S. Department of Education. (2017, May 2). Sec. 300.8 (c) (2). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/2.

Visvader, P. (2013). AAC Basics and Implementation: How to Teach Students who "Talk with Technology". Retrieved October 23, 2020, from https://static1.squarespace.com/static/57c86c3cff7c506bc7a8fdbf/t/59f8af6c8165f512162a03b9/1509470066223/ AAC+Basics +and+Implementation_+How+to+Teach+Students+who+"Talk+with+Technology".pdf

What's Hot in Literacy. (2020). Retrieved September 29, 2020, from https://www.literacyworldwide.org/docs/default-source/resource-documents/whatshotreport_2020_final.pdf .

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Introduction to Language and Communication

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Deaf-blindness refers to instances in which an individual has concomitant hearing and visual impairments. Roughly 45,000 - 50,000 American individuals are said to experience the effects of deaf-blindness today.

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“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.”

Source: Source: United States Department of Education
https://sites.ed.gov/idea/regs/b/a/300.8/c/2

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Individuals with Disabilities Education Act

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(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.

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Sec. 300.8 (c) (2) - Individuals with Disabilities Education Act

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(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. Severe Discrepancyidea_regulations-template-default single single-idea_regulations postid-56704 wp-custom-logo wp-embed-responsive with-font-selector no-anchor-scroll footer-on-bottom animate-body-popup social-brand-colors hide-focus-outline link-style-standard has-sidebar...

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Understanding Deafness - Educational Video

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Assistive Technology for Deaf/Hard of Hearing Children Erin Turner

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Assistive Technology for Deaf/Hard of Hearing Children Erin Turner

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Did you know... - Approximately 85% of all DHH students in the United States are educated in public school programs with 43% spending most of the school day in general education classrooms (U.S. Department of Education, Office of Special Education and Rehabilitative Services, & Office of Special Education Programs, 2004).

- In general, the average academic achievement of DHH students is considerably below that of their hearing peers (Traxler, 2000).
-Around 466 million people worldwide have disabling hearing loss, and 34 million of these are children (World Health Organization, 2020).
​- 60% of childhood hearing loss is due to preventable causes (World Health Organization, 2020).
- A mild hearing loss can cause a child to miss as much as 50% of classroom discussion (CHC, 2016).

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. This enhances what the child is able to hear as they are able to directly hear the teacher's voice without distractions.

Closed Captioning- Closed captions provide spoken dialogue as printed words on a screen when playing a video or audio. If indicated on a child's IEP, schools are required to use captioned audio and video.

Augmentative and Alternative Communication (AAC)- AAC devices are communication devices, systems, tools, and strategies that replace or support verbal communication for those who have difficulties using speech. They use pictures or symbols to represent words that students can use to create phrases or sentences to communicate nonverbally. This is a useful way of communication between deaf students and their teachers and peers that do not know sign language. Most AAC devices in classrooms are on iPads/ tablets, or they can also be done on paper.

Speech to Text- Speech to text devices convert spoken word into written text. There are many apps on technology devices that use a microphone to decipher what the speaker is saying, and then translate it to text on the screen. This can be a helpful tool during lectures so students can pay attention to what the teacher is saying and keep the transcript as their notes, rather than having to take down the notes. Some examples of speech-to-text apps are Google Live Transcribe and AVA, which both translate spoken word into written text.

Keep background noise to a minimum - Do not open windows, allow side conversations, run the pencil sharpener, turn on loud electric fans/AC units, move furniture around, etc. while class is in session.

Enunciate your words - Speak naturally without exaggerated lip movements; be clear and easy to understand.

Address the child by name - This will help your student with a hearing loss know you are speaking to him/her.

Repeat the question - Many times when a student asks a question, other students cannot hear what was asked. Repeating the question will help all students understand the answer.

Project your voice when far away - This will help not only your student who is hard of hearing, but the whole class.

Provide your student with a written copy of notes - Giving an outline of the lesson will allow the student to listen to all of the important points you make. It may be difficult for them to listen and take notes at the same time, so providing them with this gives them the chance to focus fully on what is said during the lesson.

Check in - Create a signal with your student who is hard of hearing to use to be sure he/she understands the instructions. Be sure ask other students if they have heard/understood the directions to avoid always singling out the child with hearing loss.

Preference seating- Encourage students with hearing loss to sit at the front of the classroom to allow for better hearing and an unobstructed view of you and the board ​

Avoid- Facing the board when teaching, chewing gum when speaking to students, and singling out DHH students

​* All info. per the Massachusetts Department of Elementary and Secondary Education

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Assistive Technology for Deaf/Hard of Hearing Children Erin Turner

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Did you know... - Approximately 85% of all DHH students in the United States are educated in public school programs with 43% spending most of the school day in general education classrooms (U.S. Department of Education, Office of Special Education and Rehabilitative Services, & Office of Special Education Programs, 2004).

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I would love to work for a place like this!

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

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

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

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

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

Impact of Hearing Loss

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

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

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

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

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

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

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

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

Teaching Strategies

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

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

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

Ensure that any background noise is minimised.

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

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

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

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

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

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

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

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

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

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

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

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

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

Assessment Strategies

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

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

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

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

Related Resources

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Inclusive Teaching: Deaf and Hard of Hearing

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Inclusive teaching practices for Deaf an hard of hearing students.

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Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting

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Making Education Accessible to Deaf Children | Nyle DiMarco | TEDxKlagenfurt

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My life with hearing loss: Amanda's story

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Traumatic Brain Injury (TBI) is an injury to the brain that occurs when a sudden blow or impact to the head causes damage to the brain. TBI can range in severity from mild to severe, and can be caused by car accidents, sports related injuries, or falls.

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Signs to look for in a student suffering from TBI

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Signs to look for in a student suffering from TBI

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1. Changes in cognition, such as difficulty with memory, language, or coordination.
2. Physical changes, such as headaches, dizziness, and blurred vision.
3. Emotional and behavioral changes, such as depression, irritability, and difficulty concentrating.
4. Sensory changes, such as changes in hearing, vision, or taste.
5. Speech changes, such as slurred speech, or difficulty following directions.
6. Changes in mood, such as feeling sad or confused.

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1. A large monitor or laptop with small-text setting to increase font size.
2. Digital voice recognition software to assist with text creation.
3. Text-to-speech software or speech-to-text programs that read or dictate instructions.
4. Screen readers to allow students to access digital content.
5. Low-tech devices such as graphic organizers or other writing tools.
6. Multisensory approaches, such as using visuals alongside auditory or tactile cues.
7. A graphic calculator for math equations.
8. Access to a mobility device, such as a wheelchair or scooter, to provide increased access to the classroom.
9. Adaptive seating, such as a chair with extra cushioning or adjustable height and arm support.

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Common Problems Children Have After a Traumatic Brain Injury

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Common Problems Children Have After a Traumatic Brain Injury

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Common Problems Children Have After a Traumatic Brain Injury

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Useful website with teaching strategies for students with TBI

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Useful website with teaching strategies for students with TBI

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Teaching Strategies
Traumatic Brain Injuries

Students with traumatic brain injuries are becoming increasingly more prevalent. Brain injury can result from two types of trauma: 1) external events, such as closed head trauma or an object penetrating the brain; or 2) internal events, such as cerebral vascular accidents, tumors, ingestion of toxic substances, hypoxia, or infections of the brain. These students often exhibit one or more of the following symptoms: short-term memory problems, serious attention deficits, behavior problems, problems of judgment, and serious anxiety attacks.

Strategies That Can Be Used With Students Who Have Traumatic Brain Injuries

Changes in symptoms and condition can occur at any time. This may require changes in accommodations, as well as in education programs. (Some of the strategies listed in the section on learning disabilities may also be appropriate.)

Demonstrate new tasks, and provide examples, charts, and other graphic cues when possible to illustrate ideas and concepts.

State instructions clearly and go over each step to make sure the student understands instructions.

Paraphrase information to help with recall.

Review and summarize often.

Repeat all key points.

Provide ample time for task completion. Students with traumatic brain injuries often need extra time to process information and complete tasks as well as to respond to verbal cues and instructor questions.

Encourage the use of schedules, checklists, and notebooks to assist in organizing daily information.

Break assignments into smaller parts. Break complex tasks down into steps.

Be prepared for reduced stamina and increased fatigue.

Allow students to tape record lectures.

Assist student in obtaining a note taker.

Have the student sit in the front of the class: this helps with attention, concentration, and also minimizes distractions.

Information Courtesy of Guilford Technical Community College. Used with permission.

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Traumatic Brain Injuries -- Teaching Strategies

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Students with traumatic brain injuries are becoming increasingly more prevalent. Brain injury can result from two types of trauma: 1) external events, such as closed head trauma or an object penetrating the brain; or 2) internal events, such as cerebral vascular accidents, tumors, ingestion of toxic…

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The IDEA's Special Education Categories: Orthopedic Impairment

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The IDEA's Special Education Categories: Orthopedic Impairment

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https://www.youtube.com/watch?v=kfLMfL-Rbl0

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The IDEA's Special Education Categories: Orthopedic Impairment

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Orthopedic Impairment | Characteristics & Examples

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Orthopedic Impairment | Characteristics & Examples

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https://study.com/learn/lesson/orthopedic-impairment-characteristics.html

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http://www.ecac-parentcenter.org/wp-content/uploads/ECACResourceOrthopedicImpairmentFactSheet.pdf

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https://study.com/academy/lesson/orthopedic-impairment-teaching-strategies.html?src=ppc_adwords_nonbrand&rcntxt=aws&crt=631249708240&kwd=&kwid=dsa-1253079156202&agid=125582019081&mt=&device=c&network=s&_campaign=SeoPPC&gclid=EAIaIQobChMI74n2tq3t_AIVoeCGCh2aPANLEAAYASAAEgKnGfD_BwE

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TEACHING STUDENTS WITH DISABILITIES: ORTHOPEDIC IMPAIRMENT

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TEACHING STUDENTS WITH DISABILITIES: ORTHOPEDIC IMPAIRMENT

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https://edis.ifas.ufl.edu/publication/WC262

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Sarah E. LaRose, Andrew C. Thoron, and Blake C. Colclasure 2

Introduction

Agricultural education instructors teach a wide variety of students including those who may be disabled. Students requiring special services are not always cognitively impaired. Sometimes students may require modifications based on their physical abilities, particularly those classified with an orthopedic impairment. According to the Individuals with Disabilities Education Act, an orthopedic impairment is defined as

A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). (2004, Section 300.8.8)

Orthopedic impairments can be classified as belonging to one of three different categories: neuromotor impairments, degenerative diseases, or musculoskeletal disorders (Heller & Swinehart-Jones, 2003). Common examples of conditions according to each category include the following:

Neuromotor Impairments: spina bifida, cerebral palsy, spinal cord injuries

Degenerative Diseases: muscular dystrophy, spinal muscular atrophy

Musculoskeletal Disorders: club foot, missing/deformed limbs, scoliosis

The orthopedic impairment must interfere with the student's ability to perform in an educational environment in order to qualify for special services. This disability may interfere with a student's ability to walk, write, or perform other physical tasks in the classroom and laboratory setting. It might also affect the student's ability to communicate with others, hindering their ability to respond to questions orally. Furthermore, they might also have additional disabilities that can affect their educational performance, including mental retardation, learning disabilities, perceptual problems, distractibility, disorganization, visual-motor deficits, restlessness, and visual abnormalities (Heller & Swinehart-Jones, 2003). These various conditions all serve to affect the student's coordination and mobility as well as their ability to communicate, learn, and adjust (Vaughn, Bos, & Schumm, 2007). Orthopedic impairments may also affect the student's endurance in performing various tasks, and they might tire more easily. Due to the hands-on nature of agricultural education, instructors should plan ahead to meet the needs of learners in their classes with orthopedic impairments.

Application in the Learning Environment

Just as each student who is cognitively affected by a learning disability varies in the range and depth of their disability, students with orthopedic impairments vary widely as well. Some of the more common orthopedic impairments include cerebral palsy, muscular dystrophy, spinal cord injury, and spina bifida (Vaughn, Bos, & Schumm, 2007). The instructor needs to meet with the case manager of the student and with the parents/guardians of the student in order to best prepare for meeting the needs of the student. Students with orthopedic impairments will likely have a variety of needs influenced by the type of limitations they experience with their disability. Heller and Swinehart-Jones (2003) developed the following model which depicts the impact of orthopedic impairments on educational performance.

Figure 1.
Credit: Heller and Swinehart-Jones (2003, p. 7)

The model illustrates how the type of orthopedic impairment, as well as the psychosocial and environmental factors, all can affect the functional limitations of the educational performance of students with orthopedic impairments. Furthermore, the instructor should determine how the functional limitations of the student affect the amount of instructional delivery time. Motor limitations and neurocognitive impairments may increase the amount of time necessary to provide students with meaningful learning experiences, requiring the instructor to modify the time management of their classroom.

Consideration should be given to the psychosocial/environmental factors when tailoring instruction to students with orthopedic impairments. Instructors can use three basic principles when accommodating students with orthopedic impairments: (1) use others as resources, (2) be flexible in your planning, and (3) be ingenious and creative. Students with orthopedic impairments often have a large support team assigned to work with them to ensure that they are receiving appropriate educational services. For example, students might be given assistance from special education teachers, an occupational or physical therapist, or a speech and language pathologist. If the severity of the impairment is far less or temporary, the assistance may be from an adaptive physical education teacher (Vaughn, Bos, & Schumm, 2007). Involve the various members of this support team to gain clearer idea of what educational strategies will be appropriate for the student. The instructor should also be made aware of specific indicators of student health problems and have the ability to respond appropriately should an emergency situation arise (Heller & Swinehart-Jones, 2003). The manner in which the instructor should respond to these situations will vary among school districts, so it will be imperative that the instructor seek out this information. Ultimately, it is the responsibility of the instructor to provide a safe and healthy environment for all students.

Classroom Environment

Students with orthopedic impairments may have assistive technologies that allow them to communicate, read, record notes, or physically move around the room. Conversing with the members of the student's support team, who are familiar with these technologies, can help the instructor learn how these technologies can be incorporated into instruction. Instructors should work closely with special education teachers in order to provide appropriate modifications to tests, quizzes, and other assignments. For example, a student might be better able to respond to questions orally rather than writing a response or using assistive technology, or the number of questions on a test might be reduced if the student tires easily. Structured graphic organizers, which limit the amount of visual processing or physical writing, may also be useful modifications for students with orthopedic impairments. Since these students might also be affected by mental retardation and learning disabilities that might affect their ability to learn, students with orthopedic impairments may have modified expectations for knowledge and skills they are expected to acquire (Heller & Swinehart-Jones, 2003). For example, a student may be exempt from taking a class if it is determined that a particular subject might be too abstract for them to grasp. It would be wise for the agriculture instructor to meet with the special education teacher to determine unit content appropriate for the student's abilities.

In addition to determining appropriate instructional strategies and curricular expectations, it is vital that the instructor evaluate the physical classroom environment when planning to work with students with orthopedic impairments. Consideration should be given to seating (e.g., desk with attached chairs vs. tables), floor traction, lighting, board visibility, width of aisles, work surface accessibility, location of classroom supplies, and location of the student in the classroom. Creating a physical environment that allows a student to easily interact with their peers is the first step toward creating a welcoming, safe space for learning to occur.

Laboratory Environment

Student accessibility is likely to be the biggest concern for instructors planning to meet the needs of students with orthopedic impairments in the laboratory setting. Agricultural education laboratories vary widely and can include environments such as food science labs, chemistry labs, large animal handling facilities, small animal care and grooming labs, agricultural mechanics facilities, gardens, greenhouses, and more. Since these laboratory settings vary so widely, instructors will need to assess the physical layout of their own particular lab settings to determine what areas need to be addressed when instructing a student with orthopedic impairments. Agricultural-specific assistive technology is increasingly available from the National AgrAbility Project and may be available for school systems to implement into programs. The instructor should have conversations with the special education staff and possibly even the administration regarding the types of modifications that might be made to existing laboratory environments or equipment in order to make it accessible for students with orthopedic impairments. The instructor needs to explain the activities associated with working in the laboratory setting to the learner's case manager, paraprofessional, and parents before having the learner engage in such activities in order to decide which activities are appropriate and safe for the learner.

Non-Formal Environment

Agricultural education takes advantage of a variety of non-formal learning environments, including class field trips to area farms and businesses, FFA conferences and workshops, and Supervised Agricultural Experience projects (SAE). Students with orthopedic impairments will possibly have walkers, wheelchairs, or motorized equipment to help them move around independently; these will need to be accounted for when transporting students. Some agriculture education programs have activity vehicles such as pickup trucks, vans, or busses that are used to transport students. If an instructor is taking a class field trip, then it will be important to account for how students with orthopedic impairments will travel. The instructor may need to request a school bus with handicap accessibility to transport the student. The instructor should consult the special education department and the administration about the particular processed needed to ensure that students with orthopedic impairments can still participate in class or FFA field trips.

Students with orthopedic impairments may also have vocational goals written into their Individualized Education Plans (IEP) that expressly outline knowledge and skills that the students should develop in order to help prepare them for life after public education. The SAE requirements for students with orthopedic impairments can be modified to meet these goals and the student's ability. For example, a student might help sort mail and files at a veterinary office or stock produce at a grocery store. These students may also be assigned a workplace mentor by the special education department as part of addressing the vocational goals of the students' IEP. This mentor is frequently a paraprofessional the student may work with throughout the school day already, and who accompanies the student to their place of work. This person can give the instructor valuable feedback regarding the student's performance. Additionally, students with orthopedic impairments might conduct their own agriscience research project or entrepreneurship project at school or home in order to enrich their vocational skill development and augment their agricultural education.

Conclusion

Learners with orthopedic impairments are affected by their disability in unique ways and by a variety of conditions. In tandem with physical disabilities, these students might also be affected by other conditions such as developmental disorders, mental retardation, learning disabilities, or visual processing disabilities. Of primary difficulty for students with orthopedic impairments is the physical interaction with their environment. Agricultural education instructors should work closely with the special education department and other members of the support team for a student with orthopedic impairments to ensure that their instruction and instructional environments meet the needs of the learner. Resources for adaptive agricultural technology can be found from Extension or AgrAbility. Additionally, other resources for instructional strategies or supplies designed for individuals with disabilities are available from various websites listed below.

https://pubs.ext.vt.edu/442/442-084/442-084_pdf.pdf

http://www.agrability.org/

https://www.independentliving.com/default.asp

http://www.nsta.org/disabilities/motor.aspx

References

Heller, K.W., & Swinehart-Jones, D. (2003). Supporting the Educational Needs of Students with Orthopedic Impairments. Physical Disabilities: Education and Related Services, 22(1), 3-24.

Individuals with Disabilities Education Act of 2004 § 300, A § 300.8 c 8 (2004). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c/4

Vaughn, S., Bos, C.S., & Schumm, J.S. (2007). Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom (4 th ed.). Boston, MA: Pearson Education.

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AEC600/WC262: Teaching Students with Disabilities: Orthopedic Impairment

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University of Florida, Institute of Food and Agricultural Sciences Extension outreach is a partnership between state, federal, and county governments to provide scientific knowledge and expertise to the public. The University of Florida (UF), together with Florida A&M University (FAMU), administers the Florida Cooperative Extension Service.

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Development delays can be categorized into several types:

1. Cognitive: Impairment in learning and problem solving abilities

2. Communication: Difficulty in expressing oneself and understanding language

3. Motor: Delays in gross and fine motor skills

4. Social-Emotional: Difficulty in forming relationships and controlling emotions.

Interventions in a school setting could include:

1. Special Education services

2. Speech and Language therapy

3. Occupational therapy

4. Behavior therapy

5. Inclusive education with accommodations and modifications

6. Collaboration with parents and other professionals.

The following links are highly helpful and will provide us with quality information about Developmental Delay.

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This is an amazing and complete interview about Developmental Delay.

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This is an amazing and complete interview about Developmental Delay.

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2021 Child Neurology Update (Enduring): Developmental Delay

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What Do You Need To Know About Developmental Delays?

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Assistive Technology to Help Students with Developmental Delays Succeed Academically

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Assistive Technology to Help Students with Developmental Delays Succeed Academically

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Assistive Technology to Help Students with Developmental Delays Succeed Academically

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

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Developmental Delay and IDEA

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Child development and developmental delay

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Developmental Milestones and  Developmental Delay. 

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Developmental Milestones and  Developmental Delay. 

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Developmental Milestones and Developmental Delay.

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Emotional & Behaviorally Disturbed Students (EBD)

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"Emotional disturbance, refers to long-term conditions that have a serious negative impact on a child's educational performance and experience. These conditions can include academic difficulties that have no mental explanations, social concerns, an inability to control feelings or behaviors, unstable moods, and/or anxiety directly related to school or personal issues. While the actual cause of emotional disturbance has not been definitively determined, research focuses on biological origins (such as heredity or brain disorders), social origins (such as family circumstances and stress), and diet."

Reference: https://study.com/academy/lesson/emotional-disturbance-definition-symptoms.html

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad. They may develop physical symptoms or fears that affect home and school. ED includes schizophrenia. When children have an emotional disturbance, these behaviors continue over long periods of time and cannot be explained by other factors, signaling that they are not coping with their environment or peers. Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development.

Emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services if it adversely affects their education.

Learning Difficulties

Academically performing below grade level.

May function two or more years below grade level in reading, math, writing, and spelling.

Emotional disabilities may be related to learning difficulties. For example, if student has severe anxiety, they may be unable to attend, listen, and learn while in school.

May lack social skills that are necessary for school success.

May display language problems in both expressing ideas and in understanding what others are communicating.

May not have strategies to be successful in school, such as memorization skills and attention, which may lead to academic difficulties.

May struggle with organization and time-management.

Are at risk for dropping out of school, affecting their future.

May have average, or even above-average academic achievement.

May display inability to sustain attention.

Socialization and Behavior

Difficulty interacting socially with others due to excessive fear or anxiety

May withdraw from others and appear isolated

May exhibit symptoms of depression

May avoid interactions with peers or adults

May not interact appropriately with peers, teachers, siblings, and parents

May have few or no friends

May affiliate with deviant social groups

May blame behavioral or social problems on teachers or other students

May be aggressive with peers and adults and cause injury when playing or interacting with others

May display covert aggression (e.g. lying, cheating, vandalizing)

May display relational aggression (i.e. manipulating, gossiping, excluding someone)

May display limited perspective-taking skills

May act out in class, and may not appear to respond to discipline from teachers

May seem not to care about class and school rules

May be at higher risk for substance abuse

May show signs of impulsivity (hyperactivity, defiance, opposition, risky behaviors)

Demonstrates immaturity (inappropriate crying, temper tantrums, poor coping skills)

Affective Characteristics

May have serious affective disorders, including depression, anxiety disorders, bipolar disorder, conduct disorder, eating disorder, obsessive-compulsive disorder, and psychotic disorder. Medication may be prescribed for the affective disorder.

Depression: Characterized by a depressed mood most of the day, nearly every day, and markedly diminished interest or pleasure in nearly all activities most of the day. Other persistent characteristics might include feelings of guilt or worthlessness, insomnia, and diminished ability to concentrate.

Anxiety Disorders: Anxiety that can be excessive and overwhelming, resulting in a fear of everyday situations, such as school.

Bipolar Disorder: Bipolar disorder (also known as manic disorder) is a condition that causes dramatic mood swings that go back and forth, from very "high" and/or irritable to sad and depressed. There may be periods of normal mood in between.

Conduct Disorder: Refers a group of behavioral and emotional problems, such as physical aggression, property destruction, lying, stealing, truancy (skipping school), and other serious rule violations.

Eating Disorders: Characterized by extremes in eating behavior or extreme feelings of concern about body weight or shape. Anorexia nervosa is characterized by starvation and dramatic weight loss. Bulimia nervosa is characterized by binge eating, followed by vomiting or purging. Binge eating is characterized by eating excessive amounts of food, with feelings about inability to control how much or what is eaten.

Obsessive-Compulsive Disorder (OCD): Characterized by unwanted and recurrent thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (e.g. handwashing, counting, checking, cleaning, etc.) are often done with the hope of stopping thoughts or getting rid of them.

Psychotic Disorders: Characterized by abnormal perceptions and thoughts, such as delusions and hallucinations. Delusions refer to false beliefs, such as thinking that you are being plotted against. Hallucinations refer to hearing, seeing, or feeling something that is not there. Schizophrenia is a type of psychotic disorder.

Suicidality: Refers to the thoughts and behaviors related to intent to end one's own life.

Strategies for Emotional Disturbance

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad.

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

Learning and Academics

Post a general class schedule that indicates what students should be expected to do as they enter your classroom, when homework is collected, etc.

Before your students enter class, write on the board what will happen during that specific class period and how long each activity will take.

Develop and maintain an active schedule with evenly intermixed direction instruction, individual seatwork, and cooperative learning activities.

To prevent student frustration, intersperse more challenging, acquisition-oriented learning activities with review / maintenance-enhancing activities.

Provide time for the student to catch up on missed work or to review concepts that they are struggling with.

If the student enters your classroom just after lunch or physical education, it may be necessary to first engage them in a lively class discussion to appropriately "channel" excess distractibility or hyperactivity.

Use self-monitoring checklists that the student can use to check off activities as completed.

Break assignments into "chunks" to avoid overwhelming the student.

Seat student in close proximity to teacher, towards front of the room.

Provide additional review.

Teach self-monitoring for attention.

Use separate setting and/or extended time for exams and tests if needed.

Explicitly teach test-taking strategies.

Explicitly teach organizational skills (use of planners, notebooks, folders, checklists).

Ask previous teachers about techniques that were effective with the student in the past.

Anticipate classroom situations where the student's emotional state may be vulnerable.

Be aware of how the student communicates.

Keep instructions simple and very structured.

Provide opportunities for group participation.

Keep classroom organized.

Serve as a model for the students.

Provide structure in classroom with regard to physical features of the room, scheduling, routines, and rules of conduct.

Clearly distinguish time, place, and expectations during unstructured activities.

Let students know your expectations.

Provide students with clearly stated learning objectives.

Use visual supports to supplement verbally delivered instructions and information.

Seek input from student about his / her strengths and weaknesses.

Modify classroom activities to meet the learning needs of the student, while maintaining the same learning objectives.

Be sensitive when pairing students together.

Keep activity instructions simple but structured.

Acknowledge contributions of student.

Be aware of student's socialization skills when asking for participation.

Make a plan with student to replace inappropriate responses with appropriate responses.

Work gradually toward group activities.

Target and teach behaviors such as taking turns, working with partners, and following directions.

Demonstrate and reward appropriate reading.

Review and discuss with the student all of the steps involved in activity.

Give clear examples of what the student should expect with an activity or project.

Prepare alternative activities that the student can work on independently.

Collect a portfolio of work samples from the student.

Teach student how to attribute successes to effective strategy use and effort.

Monitor student progress through informal assessment.

Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is being paid to a task. This can be done using a signal such as a random beep, timer, or cue provided by the teacher. The student then records on or off task behavior on a recording sheet. Self-monitoring techniques can be tied to rewards and accuracy checks.

Socialization

Explicitly and frequently teach social rules and skills.

Model appropriate responses to social situations.

Engage student in role-play opportunities to practice appropriate responses.

Explain rules / rationales behind social exchanges.

Target perspective-taking skills.

Teach student to accurately label his / her own emotions.

Teach student to accurately label the emotional status of others (based on facial cues, verbal cues, etc.).

Be aware of and control for teachers, aides, and students with whom the student interacts negatively.

Behavior

Arrange observation and data collection system to monitor student's behavior across all school contexts.

Use data to inform decision-making.

Regularly communicate with family members and teachers to ensure consistent response to student's behavior.

Model tolerance and acceptance.

Provide opportunities for the student to assume responsibilities, such as distributing papers.

Teach other students to ignore inappropriate attention-seeking behaviors.

Have other students (who demonstrate appropriate behavior) serve as peer tutors.

Be aware that some students may work better alone.

Develop rules that are clear (and give concrete examples).

Specify rewards for following rules, as well as consequences when rules are disobeyed.

Be consistent when enforcing rules, emphasize positive over punitive.

Model responses to potential triggers for escalation.

Engage student in role-play opportunities to practice appropriate responses.

Provide models of acceptable behaviors.

Respond to the student, not to their behavior.

Use positive and age-appropriate comments frequently to reinforce good behavior.

Teach students to monitor their own behavior.

Use individualized behavioral contracts with the student.

Monitor seating arrangements in the classroom.

Teach student to identify signs of stress, anxiety, anger, etc.

Be aware of the student's triggers for anger, stress, and anxiety.

Use visual organizers to help student evaluate appropriate alternatives to maladaptive behavior.

Teach student to describe the conflict or problem, identify possible responses, select a response, and evaluate the selected response.

"Think out loud" as you generate alternatives and select a response.

Provide subtle pre-corrective prompts in situations where the student has often displayed interpersonal relationship problems in the past.

Use visual scales to help the student label escalating emotions (e.g. 1-5 scales, Volcano scale).

Teach and practice coping strategies to reduce anxiety, stress, anger, etc.

Develop a coping plan; rehearse plan with student when they are calm.

Keep potentially harmful objects or substances out of reach.

Use time-out sessions to cool off disruptive behavior.

Make sure the punishment fits the "crime."

Immediately praise good behavior and performance.

Pre-establish consequences for misbehavior with student.

Administer consequences immediately.

Withhold reinforcement for inappropriate behavior.

Recognize signs of escalation.

Remain calm, state misconduct, and avoid debating or arguing with student.

Ask student for reward ideas.

Change rewards if they are not effective in changing behavior.

Develop a schedule for using positive reinforcement; work to thin that schedule of reinforcement over time.

Work for overall improvement, which may be slow.

If student has a desire for attention, find ways to recognize positive contributions.

If student shows aggressiveness, being in charge of an activity may reduce aggressiveness.

Set goals with the student that can realistically be achieved.

Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain).

Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.

Affective Characteristics

Regularly communicate with family members, guidance counselors, community-based service providers, counselors, etc.

Be aware of fears (through communication with the student, teachers, and parents).

Be aware of medication schedules and what the medication effects may be.

Be positive and supportive.

Introduce opportunities for free writing, journaling, or drawing to express feelings.

Monitor for signs of drug and alcohol use.

Monitor for signs of self-mutilation (e.g. cutting).

Monitor for signs of gang involvement.

Take any threats of suicide seriously; immediately report threats.

Medication can be prescribed to address symptoms of mood disorders, psychotic disorders, or anxiety disorders.

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Do2Learn: Educational Resources for Special Needs

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

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Hearing Impairment

The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses including deafness, the regulations for IDEA define hearing loss and deafness separately.

Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

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."

Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with hearing loss can generally respond to auditory stimuli, including speech.
http://www.projectidealonline.org/v/hearing-impairments/

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Definition

The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses including deafness, the regulations for IDEA define hearing loss and deafness separately.

Hearing impairment (called auditory impairment in Texas) is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

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."

Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with hearing loss can generally respond to auditory stimuli, including speech.

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.2%, or 71,903 students, received special education services based on a classification of hearing impairments.

Characteristics

There are four major types of hearing loss that are categorized by the site of the disorder in the auditory system. These hearing disorders can be caused by genetic or hereditary factors, infections, developmental abnormalities, or environmental/traumatic factors.

Conductive Hearing Loss is caused by damage or obstruction in the external or middle ear that disrupts the efficient passage or conduction of sound through those chambers. Most conductive losses can be treated medically; however, repeated conductive losses can affect children's language development.

Sensorineural Hearing Loss is caused by damage to the inner ear (cochlea) or auditory nerve that transmits impulses to the brain. Sensorineural hearing loss tends to be more severe, permanent, and usually affects oral language development.

Mixed Hearing Loss is a combination of both a conductive and a sensorineural hearing loss.

Central Hearing Disorders are the results of a disorder or dysfunction in the central auditory system between the brain stem and the auditory cortex in the brain.

It is useful to know that sound is measured by its loudness or intensity (measured in units called decibels, dB) and its frequency or pitch (measured in units called hertz, Hz). Impairments in hearing can occur in either or both areas and may exist in only one ear or in both ears. Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies most greatly associated with speech. Generally, only children who cannot hear sounds generating less than 90 decibels (dB) are considered deaf for the purposes of educational placement.

Impact on Learning

Variations in causes, onset, degree, and type of hearing loss, as well as family and educational situations, result in a widely diverse hearing impaired population. However, students with auditory impairments characteristically experience significant issues with regard to social and intellectual development, speech and language, and educational achievement.

Social Development: Social-emotional development in children with hearing impairments follows the same developmental pattern as those without a hearing loss. However, since social-emotional development relies so heavily on communication, the student with a hearing impairment may not participate in cooperative play or learning activities. Without a common communication system, the ability to develop friendships is negatively impacted.

Intelligence: Research has determined that individuals with hearing impairments have normal cognitive ability, in the absence of any coexisting disability. Any difficulties in performance appear to be closely associated with speaking, reading, and writing the English language, not the level of intelligence.

Speech and Language: Speech and language skills are the areas of development most severely affected for those with a hearing impairment, particularly for children who are born deaf. For individuals with mild or moderate hearing loss, the effect may be minimal, especially with early diagnosis and treatment. Children with more profound hearing impairments and deafness are unable to access auditory feedback, impairing the normal development of speech and language.

Educational Achievement: The educational achievement of students with hearing impairments may be significantly delayed in comparison to that of their hearing peers. Students with a hearing impairment have considerable difficulty succeeding in an educational system that depends primarily on the spoken word and written language to transmit knowledge.

Teaching Strategies

Students with auditory impairments are provided special education services by a variety of professionals. These include the following specially trained individuals:

Audiologists are professionals who diagnose, treat, and manage individuals with hearing loss.

Teachers of the Hearing Impaired are specially trained educators who provide educational support to the student, the family, and other educators.

Speech-Language Pathologists provide treatment for speech and language disorders.

Interpreters are specially training individuals who relay to the student anything that is said in the class by employing communication processes such as repetition, sign language, fingerspelling, body language, and verbal expression.

Children who are hearing impaired will find it much more difficult than children who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. For children who are deaf or have severe hearing losses, early, consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay.

By the age of four or five, most children who are deaf are enrolled in school on a full-day basis and practice special work on communication and language development. It is important for teachers and other professionals to work together to teach the child to use his or her residual hearing to the maximum extent possible, even if the preferred means of communication is some type of visible communication. Since the great majority of deaf children (over 90%) are born to hearing parents, programs should provide instruction for parents on the implications of deafness within the family.

Other specific strategies and services include:

regular speech, language, and auditory training from a specialist

the use of amplification systems

services of an interpreter for those students who use one or more visual communication modes

favorable seating in the class to facilitate speechreading

captioned films/videos

the assistance of a notetaker who takes written notes so that the student with a hearing loss can fully attend to instruction

instruction for the teacher and peers in alternate communication methods such as sign language

People with hearing loss use oral or manual means of communication or a combination of the two:

Oral communication includes speech, speechreading and the use of residual hearing

Manual communication involves sign language, fingerspelling, and/or cued speech

Total Communication as a method of instruction is a combination of the oral method plus sign language, fingerspelling and cued speech

Assistive Technology

Modern technology has provided opportunities for students with hearing impairments to access the general curriculum. These include:

Hearing Aids and Auditory Training Devices: Hearing aids are one of the most well-known types of devices used by individuals with hearing impairments. There are a great variety of hearing aids, but all are intended to amplify sound. Auditory training devices include devices such as FM systems. FM systems are more simplistic than hearing aids. To use a FM system, the teacher speaks into a microphone and the student would use headphones or speakers.

Computers: There are many special software programs for students with hearing impairments. The programs can supplement instruction by providing speech drills, auditory training, sign language instruction, and reading and language instruction.

Alerting Devices: Many everyday devices have been adapted for individuals with hearing impairments, including items such as watches, doorbells, fire alarms, school bells, and alarm clocks. Instead of using noise, these devices use vibration and light to alert the individual.

Captioning: Televisions are equipped with the ability to provide captioning for individuals with hearing impairments. Closed-captioning makes television and film accessible for individuals with hearing impairments.

Telecommunication Devices: In order for individuals with hearing impairments to communicate using the telephone, they may use a telecommunication device for the deaf (TDD). A TDD is a small keyboard with a display and modem. In order to use the TDD, the individual must relay information to an operator. Text messaging has recently become a very useful avenue for individuals with hearing impairments to relay messages without using the TDD.

Cochlear Implants: The cochlear implant is a surgically implanted device designed to make sounds audible for individuals with sensorineural hearing loss.

Organizations

Texas School for the Deaf

The Texas School for the Deaf provides educational and related services to students who are deaf and hard of hearing at their residential campus in Austin. In addition to serving its residential students, TSD serves as a resources center on deafness for students, parents, professionals, and others throughout the state.

1102 S. Congress Avenue
Austin, TX 78704-1728

Web: www.tsd.state.tx.us

Center for Disability and Development

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

Education Resource Center on Deafness (ERCOD)

The Education Resource Center on Deafness provides information, referrals, resources, workshops, summer programs, distance learning, and interpreter training for students, families, and professional service providers.

Statewide Information at Texas School for the Deaf
1102 S. Congress Avenue
Austin, TX 78704-1728

Sorenson Communications

Sorenson Communications is a pioneer of industry-leading communication services for the deaf and hard-of-hearing community. The company's offerings include Sorenson Video Relay Service® (VRS), the line of high-quality videophones (VP), and Sorenson IP Relay Service TM (siprelay). Sorenson VRS enables deaf and hard-of-hearing callers to conduct video relay conversations with hearing friends, business colleagues, and family members through a qualified American Sign Language interpreter

4192 South Riverboat Road, Suite 100
Salt Lake City, Utah 84123

Web: www.sorensonvrs.com

Services for the Deaf and Hard of Hearing

Deaf Services manages the operation of the Agency's Regional Day School Program for the Deaf, performs all activities required to maintain a statewide program for students who are deaf or hard of hearing, and provides leadership to local regional day schools for the deaf in the planning, implementation and operation of comprehensive education programs for students who are deaf or hard of hearing.

IDEA Coordination
Texas Education Agency
1701 N. Congress Avenue
Austin, TX 78701-1494

Office for Deaf and Hard of Hearing Services

The DARS, Division for Rehabilitative Services, Office for Deaf and Hard of Hearing Services (DHHS) works in partnership with people who are deaf or hard of hearing to eliminate societal and communication barriers to improve equal access for people who are deaf or hard of hearing. DHHS advocates for people of all ages who are deaf or hard of hearing to enable them to express their freedoms, participate in society to their individual potential, and reduce their isolation regardless of location, socioeconomic status, or degree of disability.

Department of Assistive and Rehabilitative Services
P. O. Box 12904
Austin, TX 78711-2904

Telecommunications Relay Services for Individuals who are Deaf, Hard of Hearing, or with Speech Impairments

Phone: 800-735-2991 (ASCII); 877-826-6607 (Speech to Speech)

Alexander Graham Bell Association for the Deaf, Inc.

The Alexander Graham Bell Association for the Deaf and Hard of Hearing helps families, health care providers and education professionals understand childhood hearing loss and the importance of early diagnosis and intervention. Through advocacy, education, research and financial aid, AG Bell helps to ensure that every child and adult with hearing loss has the opportunity to listen, talk and thrive in mainstream society.

3417 Volta Place, NW
Washington, DC 20007

American Society for Deaf Children

The American Society for Deaf Children supports and educates families of deaf and hard of hearing children and advocates for high quality programs and services.

P.O. Box 3355
Gettysburg, PA 17325

American Speech-Language Hearing Association

The American Speech-Language-Hearing Association is the professional, scientific, and credentialing association for more than 130,000 members and affiliates who are speech-language pathologists, audiologists, and speech, language, and hearing scientists in the United States and internationally. Empowering and supporting speech-language pathologists, audiologists, and speech, language, and hearing scientists by: advocating on behalf of persons with communication and related disorders; advancing communication science, and promoting effective human communication

2200 Research Blvd. # 325
Rockville, MD 20852

Laurent Clerc National Deaf Education Center and Clearinghouse, KDES PAS-6, Gallaudet University

The Clerc Center has been mandated by Congress to develop, evaluate, and disseminate innovative curricula, instructional techniques and strategies, and materials. The aim of the Clerc Center is to improve the quality of education for deaf and hard of hearing children and youth from birth through age 21.

800 Florida Avenue N.E.
Washington, DC 20002-3695

Email: Clearinghouse.Infotogo@gallaudet.edu
Web: clerccenter.gallaudet.edu

National Institute on Deafness and Other Communication Disorders Clearinghouse

NIDCD is mandated to conduct and support biomedical and behavioral research and research training in the normal and disordered processes of hearing, balance, smell, taste, voice, speech, and language. The Institute also conducts and supports research and research training related to disease prevention and health promotion; addresses special biomedical and behavioral problems associated with people who have communication impairments or disorders; and supports efforts to create devices which substitute for lost and impaired sensory and communication function.

31 Center Drive, MSC 2320
Bethesda, MD 20892-2320

Hearing Loss Association of America

The HLAA mission is to open the world of communication to people with hearing loss through information, education, advocacy, and support. HLAA provides cutting edge information to consumers, policy makers, business professionals and family members through our dynamic website, www.hearingloss.org, an award-winning publication, Hearing Loss, an online newsletter, ENews, message boards. In addition, we bring consumers and policy makers together to learn about hearing accessibility issues at our national and regional conventions

7910 Woodmont Avenue, Suite 1200
Bethesda, MD 20814

Web: www.hearingloss.org

References

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

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

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The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming.

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How much do you know about intellectual disabilities? | Matthew Williams | TEDxVancouver

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Helping Teachers Working with Children with TBI

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Helping Teachers Working with Children with TBI

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Helping Teachers Working with Children with TBI

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Assistive technologies for hard of hearing students:

Assistive learning devices - help to amplify the sounds you want to hear. For example, Universities can connect a professor's microphone directly to a student's hearing aid with a wire that goes across the room.

Augmentative and Communication Devices - help hearing impaired students understand others and communicate better. For example, keyboards, touch screens and a display panel allow two people to exchange information while facing each other.

Alerting Devices - adapt sound to other forms of communication. For example, when a fire alarm goes off on campus, it may also blink with a red light.

Another example is speech-to-text devices for hearing impaired student.
https://verbit.ai/assistive-technology-for-deaf-and-hard-of-hearing-students/

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

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

What Technology Assists Students with Disabilities?

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

Technology for Hearing Impaired Students in the Classroom

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

Assistive Listening Devices

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

Augmentative and Alternative Communication Devices

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

Alerting Devices

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

How Modern Technology Helps Students with Hearing Loss

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

Technology Helps All Students, Not Just Those with Disabilities

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

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Assistive Technology for Deaf and Hard of Hearing Students | Verbit

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