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https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss

Deafness is when someone has either profound hearing loss or no hearing whatsoever in both ears.

"Disabling" hearing loss refers to hearing loss greater than 35 decibles.

Nearly 80% of people with hearing loss are located in low to middle income countries.

People with deafness often communicate using sign language or ASL (American Sign Language) for short.

Early idenfitification of hearing loss is key to its management. It is important to check on those that are most at risk. This includes infants, pre-school age children, people exposed to chemicals, and people recieving ototoxic medicine.

Due to the hearing assessments and examinations can be performed in a clinical setting but also now due to technology being where it is, these tests can also be performed anywhere with government approved applications. This makes it possible to test and identify with little to no training or resources.

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Overview

Over 5% of the world's population - or 430 million people - require rehabilitation to address their disabling hearing loss (432 million adults and 34 million children). It is estimated that by 2050 over 700 million people - or 1 in every 10 people - will have disabling hearing loss.

'Disabling' hearing loss refers to hearing loss greater than 35 decibels (dB) in the better hearing ear. Nearly 80% of people with disabling hearing loss live in low- and middle-income countries. The prevalence of hearing loss increases with age, among those older than 60 years, over 25% are affected by disabling hearing loss.

Hearing loss and deafness

A person who is not able to hear as well as someone with normal hearing - hearing thresholds of 20 dB or better in both ears - is said to have hearing loss. Hearing loss may be mild, moderate, severe, or profound. It can affect one ear or both ears and leads to difficulty in hearing conversational speech or loud sounds.

'Hard of hearing' refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.

'Deaf' people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication.

Causes of hearing loss and deafness

Although these factors can be encountered at different periods across the life span, individuals are most susceptible to their effects during critical periods in life.

Prenatal period

genetic factors including hereditary and non-hereditary hearing loss

intrauterine infections - such as rubella and cytomegalovirus infection.

Perinatal period

birth asphyxia (a lack of oxygen at the time of birth

hyperbilirubinemia (severe jaundice in the neonatal period)

low-birth weight

other perinatal morbidities and their management.

Childhood and adolescence

chronic ear infections (chronic suppurative otitis media)

collection of fluid in the ear (chronic nonsuppurativeotitis media)

meningitis and other infections.

Adulthood and older age

chronic diseases

smoking

otosclerosis

age-related sensorineural degeneration

sudden sensorineural hearing loss.

Factors across the life span

cerumen impaction (impacted ear wax)

trauma to the ear or head

loud noise/loud sounds

ototoxic medicines

work related ototoxic chemicals

nutritional deficiencies

viral infections and other ear conditions

delayed onset or progressive genetic hearing loss.

The impact of unaddressed hearing loss

When unaddressed, hearing loss impacts many aspects of life at individual level:

communication and speech

cognition

education and employment: In developing countries, children with hearing loss and deafness often do not receive schooling. Adults with hearing loss also have a much higher unemployment rate. Among those who are employed, a higher percentage of people with hearing loss are in the lower grades of employment compared with the general workforce.

social isolation, loneliness and stigma

impact on society and economy

effects on years lived with disability (YDLs) and disability adjusted life years (DALYs).

WHO estimates that unaddressed hearing loss poses an annual global cost of US$ 980 billion. This includes health sector costs (excluding the cost of hearing devices), costs of educational support, loss of productivity, and societal costs. Of these costs, 57% are attributed to low- and middle-income countries.

Prevention

Many of the causes that lead to hearing loss can be avoided through public health strategies and clinical interventions implemented across the life course.

Prevention of hearing loss is essential throughout the life course, from prenatal and perinatal periods to older age. In children, nearly 60% of hearing loss is due to avoidable causes that can be prevented through implementation of public health measures. Likewise, most common causes of hearing loss in adults, such as exposure to loud sounds and ototoxic medicines, are preventable.

Effective strategies for reducing hearing loss at different stages of the life course include:

immunization;

good maternal and childcare practices;

genetic counselling;

identification and management of common ear conditions;

occupational hearing conservation programmes for noise and chemical exposure;

safe listening strategies for the reduction of exposure to loud sounds in recreational settings; and

rational use of medicines to prevent ototoxic hearing loss.

Identification and management

Early identification of hearing loss and ear diseases is key to effective management.

This requires systematic screening for detection of hearing loss and related ear diseases in those who are most at risk. This includes:

newborn babies and infants

pre-school and school-age children

people exposed to noise or chemicals at work

people receiving ototoxic medicines

older adults.

Hearing assessment and ear examination can be conducted in clinical and community settings. Tools such as the WHO "hearWHO" app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.

Once hearing loss is identified, it is essential that it is addressed as early as possible and in an appropriate manner, to mitigate any adverse impact.

Measures available to rehabilitate people with hearing loss include:

the use of hearing technologies, such as hearing aids, cochlear implants and middle ear implants;

the use of sign language and other means of sensory substitution,such as speech reading, use of print on palm or Tadoma, signed communication; and

rehabilitative therapy to enhance perceptive skills and develop communication and linguistic abilities.

The use of hearing assistive technology, and services such as frequency modulation and loop systems, alerting devices, telecommunication devices,captioning services and sign language interpretation, can further improve access to communication and education for people with hearing loss.

WHO response

WHO's work on ear and hearing care is to promote integrated people-centred ear and hearing care (IPC-EHHC).

WHO's work is guided by the recommendations of the WHO World report on hearing (2021) and the World Health Assembly resolution on prevention of deafness and hearing loss.

WHO's work includes:

guiding, assisting and supporting Member States to increase awareness on EHC issues;

facilitating data generation and dissemination of ear and hearing care related data and information;

providing technical resources and guidance to facilitate planning and health systems capacity building for ear and hearing care;

supporting heath workforce training in ear and hearing care;

promoting safe listening to reduce the risk of recreational noise-induced hearing loss through the WHO Make Listening Safe initiative;

observing and promoting World Hearing Day as an annual advocacy event;

building partnerships to develop strong hearing care programmes, including initiatives for affordable hearing aids, cochlear implants and services; and

advocating for ear and hearing care through the World Hearing Forum.

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Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.

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https://www.hearinglikeme.com/the-big-idea-educational-support-for-your-child/

This website lays out many tools and support systems to implement in any classroom to assist children who are diagnosed with deafness.

-Staff Support
1. This can come in the form of an aide in the classroom to assist in activities
2. An interpreter that can provide and make us of oral transliteration services, cued language transliteration, sign language transliteration, or other services
3. A professional note-taker that can transcribe lessons and provide them to the student to go through at a later time

-Hearing assistive technology
1. A wireless system, FM system, or a hearing loop of a microphone that transmits directly from the teacher to a childs hearing aide
2. A sound field that not only helps the child with deafness but other children as well.

-Presentation of subject matter
1. Close captions on all videos
2. Sign language instructions from the teacher

-Testing adaptations
1. Things like oral tests wouldn't work for a child with deafness and alternative methods of testing should be provided in these instances

-Training provided to personnel
1. This can mean training provided to teachers on how to use sound systems or learning ASL

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In the United States' public education system, there are many options and supports available for a child with hearing loss. The biggest obstacle to taking advantage of them is simply being aware of what's available. That means that parents have to be proactive in researching and advocating for support for their school-age children.

Under the Individuals with Disabilities Education Act (IDEA), children with hearing loss are entitled to an Individual Education Plan (IEP). This plan outlines, among other things, the child's placement, and the supplementary aids and services he or she needs.

Placement

Will your child be placed in a regular classroom? The IDEA specifies that children with disabilities should have the maximum appropriate opportunity to learn alongside children who do not have disabilities. This is referred to as the Least Restrictive Environment (LRE), and it means that if your child can learn in a regular classroom (with supplementary aids and services, as needed) as well as he or she can in a special education classroom or other learning environment, the child should be placed in the regular classroom. However, it's important to remember that what is least restrictive for each child is based on that child's unique needs. Read more about placement.

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Supplementary aids and services aren't just for the classroom, either: the IDEA states that they're also available in "other education-related settings, and in extracurricular and nonacademic settings.

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Supplementary Aids and Services

According to the IDEA, supplementary aids and services are "Aids, services, and other supports provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings." This can include :

Supports to address environmental needs, such as a seat at the front of the class; planned seating on the bus, in the classroom, at lunch, in the auditorium, and in other locations; or acoustic modifications-for example, adding carpet or wall hangings to reduce echo.

Staff support, such as:

An additional aide in the classroom

An interpreter. The school should provide an interpreter in your child's accustomed means of communication, whether that means providing oral transliteration services, cued language transliteration, sign language interpreting services, or others. Learn more about exactly what is allowed for in the U.S. under IDEA. (Here's a great, though long, article about one parent's journey to make sure her child had an interpreter in the classroom.)

Note-takers, also called "transcribers." This may include an adult who is a professional note-taker or a peer who's been trained in note-taking techniques. The note-taker can transcribe what a teacher says so that your student can review the notes afterward.

Extra planning time for teachers and staff. Standing up for your child's teachers, to make sure they get this extra time, could really benefit your child.

Hearing assistive technology. There are many options in this category, including:

Wireless system. Wireless microphone technology, such as the Phonak Roger system, actually allows its users to understand up to 62% more speech in noise and over distance than people without hearing loss. Consisting of a wireless microphone for the speaker and a small receiver that attaches to a hearing aid or cochlear implant, the system transmits sounds directly to the hearing instrument.

FM system. The predecessor to wireless hearing accessories, these systems use an FM transmitter, worn by the teacher, that sends sounds to receivers connected to the student's hearing aids or cochlear implants. Unlike with wireless systems, the sound transmitted via FM can suffer from static and interference.

Hearing loop: An extremely simple and effective means of transmitting sound. A hearing loop is a wire that encircles a room and is connected to a sound system. It transmits sound electromagnetically, creating a signal that is picked up by the telecoil in a hearing aid or cochlear implant. (Read more about hearing loops.)

Sound field. A sound field system is essentially a public address system specifically designed for speech sounds. It includes a microphone for the teacher (and sometimes another for students or others) along with a system of speakers placed throughout the classroom. Sound field systems improve hearing for everyone in the classroom; research has shown that they improve test scores, too.

Presentation of subject matter. If your child needs subject matter presented in sign language, the school must present it that way. Videos should be captioned (it's also a good idea for the teacher to put the microphone for a wireless or FM system next to the audio source).

Testing adaptations needed. For example, oral tests (such as traditional spelling tests) may not work for your child; it's incumbent upon the school to come up with another form of testing. Likewise, your child shouldn't be tested on a video that was presented without captions.

Training needed for personnel. This could mean training for your child's teacher in how to use the wireless system, or in how to effectively communicate with your child; or it could mean more large-scale training.

It's important to remember that the supplementary aids and services your child needs must be listed in his or her IEP. If you need to change your child's IEP, contact the school to schedule a meeting. (Learn from a professional education consultant and the mother of a profoundly deaf child about getting the most from your IEP meeting.) Supplementary aids and services aren't just for the classroom, either: the IDEA states that they're also available in "other education-related settings, and in extracurricular and nonacademic settings."

The IDEA offers a wide variety of options; if you want to learn more, check out this resource. It's up to you, as a parent, to advocate and make sure your child receives the support he or she needs.

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Individual Education Plan (IEP) for deaf kids - Hearing Like Me

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In the United States' public education system, there are many options and supports available for a child with hearing loss. Parents have to be proactive.

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https://www.verywellhealth.com/parents-of-deaf-children-not-learning-sign-language-1049359

I was susprised to learn that 88% of parents with deaf children never learn how to properly use sign language to communicate with their children.

This article goes over some reasons these parents may not choose to learn ASL. it also goes over the importance for everyone in the childs life to go through the process of at leass attempting to learn it for the childs benefit.

With that in mind, I believe it's crucial for the schools to also offer assistance whether in resources or lessons to parents to learn ASL for their childs benefit.

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It's a good idea to learn sign language when your deaf child uses it as his or her primary means of communication. You might be hesitant at first and you're not alone because many parents feel the same way for one reason or another. The key thing to remember, however, is your child's happiness.

A communication gap between hearing parents and deaf children has been known to harm both familial relations and academic progress. Yet, it's common that most hearing parents (up to 88%) will never learn American Sign Language (ASL) even though it will benefit their child.﻿﻿

What are some of the common reasons that hearing parents of deaf children do not learn to sign? Let's examine some obstacles that may deter or delay hearing parents from learning ASL.

1. It Makes Deafness Real

As a parent, it can be difficult to accept the news that your child cannot hear. This is understandable and it can be quite a shock. Naturally, this may cause you to be hesitant about learning to sign, particularly if you're still looking into medical treatments.

Some parents may also feel guilty that something (real or imagined) they did or didn't do resulted in their child's deafness. The reality is that there are many potential causes for deafness and most of them - particularly with children - are out of your control.

2. Looking for a Cure

Parents are often told of their child's deafness by a doctor. This gives it a medical connection. As a result, you may be seeking treatments or looking into cures, especially in the beginning.

While hearing aids and cochlear implants are available, they do not restore normal hearing. It is good to discuss all of the options with your child's doctor, of course. Yet, you can also begin to learn sign language at the same time because both will take some time to figure out.

3. A Busy Schedule Gets in the Way

If you're a working parent with few free hours, it can be difficult to fit ASL classes into your schedule. Even when classes are free and offered year-round, it takes a time commitment to attend them. This may not always be immediately available.

As an alternative, you might look into online classes or ask your child's teacher for vocabulary lessons until your time frees up. You can also ask your child to teach you what he or she has learned. Sharing the experience can benefit your relationship and put your child at ease as well.

4. Some Parents Lack Confidence

Parents may resist using sign language in public if they are not confident using it. A solution may be to ease into signing in public. Begin using it when you're around family and close friends. As you become more comfortable, you can expand it to more public situations.

When you make mistakes, try to laugh about it. After all, you and your child are learning a new language together and it's going to take some time to become fluent.

5. Learning Is a Challenge for You

Parents who had difficulty in school may be worried about not being able to learn ASL. The reality is that learning anything new can be a challenge for anyone and the older we get, the harder it is to learn new things. When you're used to being the teacher, as parents often are, your pride can also take a hit if you struggle to pick up this new skill.

Getting a new perspective on the situation may help you overcome any fears of failure. Think about how much better you'll be able to communicate with him, even with a rudimentary ASL ability. If you keep at it, your relationship can only improve because neither of you will feel the frustration that comes with the inability to communicate.

6. Fear That Your Child Won't Learn to Speak

Hearing parents may have a strong desire for their child to learn to speak or maintain and improve their speaking skills. You might worry that if you learn sign language, she won't continue to develop speech.

Hearing and speech are both about communication and it's an important part of daily life. As a parent, you can encourage both speaking and signing with your child. It doesn't have to be one or the other.

Speech training is available for people who are deaf. Yet, it's also important to understand that vocal speech is different for everyone in the deaf community. This too will take time as will her ability to learn to read lips.

7. Communicating Well Enough Without Sign Language

No matter the situation, it's easy to overestimate the effectiveness of communication. Some parents may feel that they're communicating well enough with their child. It's also easy to think that he hears or understands better than he really does.

The results of poor communication skills can keep a child from progressing at school and lead to stress within the family.﻿﻿ This is probably not your desire or intent, but it can happen.

To be inclusive to all members of your family, it's a good idea that everyone learns to communicate with each other. Make ASL a family affair and take classes together while practicing your skills at home. Learning a second language is a good life skill to have anyway, it just so happens that this one hits very close to home.

By Jamie Berke
Jamie Berke is a deafness and hard of hearing expert.

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7 Reasons Parents Hesitate to Learn Sign Language

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Communicating with your deaf child is important to their development. Discover reasons to overcome your hesitation about learning sign language.

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Accomodation for deaf and hearing loss (video)

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Accomodation for deaf and hearing loss (video)

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https://www.youtube.com/watch?v=1qEnnk48F-0

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Accommodations for deaf and hard of hearing

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https://www.youtube.com/watch?v=Ev6Ta3AwKl0

1. ASL Interpreters

2. Multilingual Interpreters

3. Deaf Interpreters

4. Protacile Interpreters

5. Cued Speech Transliterators

6. Oral Transliterator

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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. 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.

Signs:
children with intellectual disability may:

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

[1]

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Another area that students with intellectual disabilities struggle with is responding to and demonstrating learning. Therefore, you should provide accommodations and alternate ways for students to do so. Not every student will be able to show they have learned something through a pen and paper test, so an alternate response would be appropriate for them. These accommodations might include:

Oral responses to questions

Dictation of answers instead of writing

Using an electronic device instead of pen and paper

Accommodations to the timing and setting of learning are grouped together here because they often overlap or occur at the same time. These are accommodations in either the physical space in which learning occurs or the pace and rate at which activities and learning are done. Student with intellectual disabilities often need more time and a quiet space to work and these accommodations address those needs. Examples of these kinds of accommodations are:

Extra breaks while working to help with energy and focus

A quiet environment to reduce distractions

An sensory object to fidget with to direct energy (for example, a bungee cord around the legs of their chair that the student can kick or a soft ball to squeeze)

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In a typical classroom provided with assistive technology, you can expect features like:

Tools of common use such as hearing aids,

Pens with special grip,

Alternative computer peripherals like keyboards and mouse

speech-to-text recognition tools

spell and grammar checkers

touch control devices

AT visualizers

Advanced computer-enabled communication tools

Graphic Organizers

The idea behind using these AT accommodations is to make the classroom environment suitably comfortable for students with diverse learning needs.

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Last Updated on February 4, 2022 by Editorial Team

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

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

Examples of assistive technology in the classroom to accommodate intellectual disabilities

How assistive technology helps intellectually deficient students

Types of assistive technology and their applications

Challenges of implementing assistive technology

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

Tools of common use such as hearing aids,

Pens with special grip,

Alternative computer peripherals like keyboards and mouse

speech-to-text recognition tools

spell and grammar checkers

touch control devices

AT visualizers

Advanced computer-enabled communication tools

Graphic Organizers

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

How assistive technology helps intellectually deficient students?

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

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

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

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

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

Types of assistive technology for IDs and their applications

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

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

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

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

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

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

Challenges of implementing assistive technology

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

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

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

Take Away

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

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

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

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

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Assistive Technology For Students With Intellectual Disabilities - Number Dyslexia

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

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Teaching students with an intellectual disability

1. Using small steps.

2. Modify teaching to be more hands-on.

3. Think visual. ...

4. Use baby steps. ...

5. Incorporate more physical learning experiences. ...

6. Start a feedback book or chart. ...

7. Encourage music in the classroom. ...

8. Provide visual stimulus. [3]

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I accidentally deleted a long list of tools for visual impairment and can't restore it. Please find the info here and on the websites provided. I will retype it at a future time. There are over 50 types of devices available.                       SCENEEYE 500 –

BRAILLE COMPASS –

VIDEO MAGNIFIER –

BRAILLENOTE APEX NOTE TAKER –

EMBOSSER –

VOICEOVER (in OS X & iOS)

AUDIBLE

Blind Babies Foundations ​

Blind Children’s Center

Dots for Families

According to the American Foundation for the Blind, each student’s vision needs are individual to them, which can be categorized as Myopia, Amblyopia, Hyperopia etc. and it’s important that these students have access to a Certified Teacher for the Visually Impaired (TVI) and/or a Certified Orientation and Mobility Specialist (COMS) for consultation and professional input.

1. SCENEEYE 500 –

SceneEye 500 is a portable desktop camera with exceptionally intuitive user interface specifically designed for use with touch screen tablets. This easy to connect device magnifies the image by up to 50X making it easy for a visually impaired student to see the blackboard or any classroom presentation. Contrast feature is also adjustable to make the image even easier to read. Visually impaired students can even record the images for later viewing in class or at home, giving them a permanent study aid in what is being taught in class. This assistive device only works with Windows 7 or Windows 8.

1. BRAILLE COMPASS –

Using Braille imposed tracing wheel, this compass from Howe Press help blind students to complete math tasks with no assistance. The point end works the same as on regular compasses, but the students are able to read the tracing wheel with their finger and make adjustments according to their needs.

1. VIDEO MAGNIFIER –

With a large 7’’ display, the Olympia video magnifier is a portable device that enables visually impaired students to follow along in their textbooks and read and complete worksheets. Video magnifier features a range of magnification settings as well as a tilt screen for optimal viewing. It can be used in the classroom or at home and has no limitations in the type of text it is able to view.

1. BRAILLENOTE APEX NOTE TAKER –

Developed by Human Ware, Braille note apex note taker is a portable word processor that allows a blind or visually – impaired student to type notes in Braille and later convert them to an audio or print them out. BrailleNote offers an array of features including three USB ports and synchronization with your home computer.

1. EMBOSSER –

The ViewPlus Max Embosser is the fastest and most versatile Desktop series braille printers. It allows the user to print anything from their home computer that has been translated into Braille. Having a versatile unit like this at home will make it easy for the parents of a blind student convert their schoolwork into readable materials.

1. VOICEOVER (in OS X & iOS)

VoiceOver is an in-built feature in iOS device that reads out everything on the screen of your phone — the icons, the menus, the features, the emails, the social media feed, as well as any Web pages loaded. It also assists users when using the keyboard so that they know exactly what they are typing. In addition, its ‘rotor’ function allows users to give a number of commands such as skim through Web pages or spellcheck documents. The built-in voice speaker can be accessed in 30 different languages, making it useful for students of any country.

1. AUDIBLE

Another iOS app Audible is the top favourite audio book app for the visually-impaired students. They could listen to new material or book through this app, also allow students to learn the correct phonetic sounds and pronunciation of words in the real-time. It is a great source to help students memorize material by listening and speaking along with the recorded voice .Not only this, the app remembers where you left off the last time and resumes the audio book from that point. And since it integrates with VoiceOver in iOS devices, navigating within the app is not difficult.

Besides these, parents can also take help from the following online resources:

Blind Babies Foundations ​

The Blind Babies Foundations was established with a mission to provide family centered services to support children’s optimal development and access to the world. Later, in the year 2014, the foundation became a program of Junior Blind. The website provides parent education and resources including a fact sheets on CVI (also available in Japanese), ROP, retinal diseases, optic nerve hypoplasia, and albinism.

Blind Children’s Center

The Blind Children’s Center is a family centered organization supporting children with visual impairments. It offers a range of publications and resources including educational books, booklets and videos.

Dots for Families

Dots for Families is designed for family members, teachers of kids with visual impairments, and others interested in promoting literacy opportunities for young children with visual impairments.

Blind/Visual Impairment: Common Assistive Technologies

What are assistive technologies?

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

Assistive technologies can be "high tech" and "low tech:" from canes and lever doorknobs to voice recognition software and augmentative communication devices (speech generating devices).

Mobility

Service Dogs

Service dogs are dogs that are trained to help their owner with a specific disability. For example, dogs can be trained to pick things up, visually guide those with visual impairments, remind you to take medication, or help those with poor balance.

Service dogs can go to public places with their owners, even places that dogs are not usually allowed to go like airplanes or restaurants.

Canes

Various types of canes, most popularly the long cane, can help individuals who are blind or have low vision navigate with confidence.

Electronic Mobility Aids

Electronic mobility aids are devices that use ultrasonic waves to reflect off of obstacles in front of the individual to tell them what is coming in front of them. The usefulness of these devices is debated and they often need to be used in conjunction with a long cane or a service dog. Some examples include:

Ray Electronic Mobility Aid
This small device can help users detects obstacles up to 9.35 feet away. When an object is detected users get an audio signal.

UltraCane
The UltraCane is a combination of an electronic mobility aid and a long cane. The cane itself emits ultrasonic waves so that the user can detect objects in front of them and at head level.

Reading Assistance

These assistive technologies are examples of software/devices that can help those who are blind or visually impaired read printed material or surf the web.

JAWS Screen Reader
JAWS stands for Job Access With Speech and is a popular screen reader. JAWS works with Windows operating system and provides text-to-speech and braille output.

Kurzweil Education
This text-to-speech software can help those who are blind or visually impaired use computers and also can read scanned printed material. Kurzweil offers various versions for individuals, schools, and institutions.

Refreshable Braille Displays
This page from the American Foundation for the Blind has a list of refreshable braille displays. These devices processes information on computer displays and electronically raises and lowers different combinations of pins in braille cells. It changes continuously as the user moves the cursor around on the screen.

Employees with Visual Impairments

Accommodation and Compliance Series: Blindness
The Job Accommodation Center provides guidance on workplace accommodations and disability employment issues. This page lists resources for effective accommodations for those with visual impairments.

Finding Assistive Technology

EduTopia: Assistive Technology
Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

Mobile Applications

TapTapSee
TapTapSee is available for iOS users can help identify objects through photos. Double tap on the screen to take a photo and it will recognize the object out loud.

Color Inspector
This free iOS app is for people who are color blind or otherwise visually impaired looking for assistance in identifying colors. Includes VoiceOver support.

Say Color
With this iOS app, you can use your camera to identify colors in the world around you. It will speak the name of the color nearest to the center of the camera.

Seeing Assistant
Seeing Assistant for iOS and Android aims to help the visually impaired navigate their everyday lives. Includes color recognition, light source detection, and barcode scanning; fully operable by voice.

LARGE PRINT CALENDAR – In order for all students in a classroom keep up with day to day activities and schedules, educators should be using a large scaled wall calendar that uses both print and Braille labels. This allows for every student in the class to know what is expected on any given day. The calendar can be used to outline the curriculum for the day along with the times for special classes and activities. A visually impaired student can refer to this on their own when they have a question about what is coming up next.

SCIENTIFIC CALCULATOR – Sight Enhancement Systems has developed a number of scientific calculators to assist visually impaired students with their advanced math classes. One added function is voice back, currently available in both English and Spanish. Working almost identically to your typical scientific calculator, educators will have no trouble in assisting a visually impaired student learn its functions.

SCENEEYE 500 – Also from Sight Enhancement Systems, the SceneEye 500 is a camera that easily connects to a laptop or tablet. By magnifying the image seen by up to 50X, a visually impaired student can use the device to easily see the blackboard or any classroom presentation. Contrast is also adjustable to make the image even easier to read. Visually impaired students can record the images for later viewing, giving them a permanent study aid in what is being taught in class. This assistive device only works with Windows 7 or Windows 8, but has an intuitive interface when used with a touch screen device.

BRAILLE COMPASS – Using a Braille imposed tracing wheel, this compass from Howe Press enables blind students to complete math tasks with no assistance. The point end works the same as on regular compasses, but the student is able to read the tracing wheel with their finger and make the proper adjustments.

VIDEO MAGNIFIER – With its large 7’’ display, the Olympia video magnifier enables visually impaired students to follow along in their textbooks and read and complete worksheets. The device features a range of magnification settings as well as a tilt screen for optimal viewing. Battery operated and portable, the Olympia can be used in the classroom or at home and has no limitations in the type of text it is able to view.

OVATION – Another product developed by Telesensory, the Ovation is able to read the pages of a text book and convert the words into an audio format.  Using a flatbed scanner, the Ovation is capable of reading and translating newspapers, books and magazines and immediately read it back to the user. This device could virtually eliminate the need for a blind student to purchase audio textbooks or Braille versions.

RAY PHONE – There are a number of apps that can be added to a smart phone that the visually impaired student may find useful, but the Ray cellular phone has already incorporated a number of them into one device. Visually impaired students will find its note taking capabilities and schedule makers especially helpful in their academic careers, while being able to have all of the other advantages that smart phones offer modified to be accessible by the vision impaired.

BRAILLENOTE APEX NOTE TAKER – This portable word processor allows a blind student to type notes in Braille and then later convert them to audio or print them out. Created by Human Ware, the BrailleNote offers an array of features including three USB ports and synchronization with your home computer. Note taking without an audio recording device is difficult for visually impaired students, but this device makes it easier.

WINBRAILLE – WinBraille is a software program that can take text from a scanned document and convert it to Braille. The document can then be printed out using an embosser and given to the blind student as a study aide or test exam. This eliminates the need to isolate visually impaired students to administer exams orally.

EMBOSSER – The ViewPlus Max Embosser allows the user to print anything

https://www.brighthubeducation.com/special-ed-visual-impairments/62427-ideas-for-how-to-teach-visually-impaired-students-seeing-the-big-picture/
https://myvision.org/guides/resources-for-students-visual-impairment/
https://www.pathstoliteracy.org/functional-vision-assessment-101/
https://www.pathstoliteracy.org/tools-support-you-having-student-visual-impairment-your-k-6-general-education-classroom/
https://project-ray.com/10-excellent-tools-to-assist-visually-impaired-students/

https://guides.library.illinois.edu/c.php?g=526852&p=3602299#:~:text=JAWS%20works%20with%20Windows%20operating,to%2Dspeech%20and%20braille%20output.&text=This%20text%2Dto%2Dspeech%20software,can%20read%20scanned%20printed%20material.
https://www.youtube.com/watch?v=lWogi3SThlo

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This Couple Adopted Four Children With Albinism | Born with Albinism

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The Individuals with Disabilities Education Act (IDEA) defines “visual impairment including blindness” as an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

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

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Assistive Technology - seems to be mostly for visually impaired, but website is for hearing impaired

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Assistive Technology - seems to be mostly for visually impaired, but website is for hearing impaired

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https://assistedtechnology.weebly.com/assistive-technology-for-deafhard-of-hearing-children-erin-turner.html

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https://www.global.jdsports.com/product/black-shokz-openrun-headphones/654285/?istCompanyId=d7964b0f-ef92-49e4-9bc0-0e04137e2cc0&istFeedId=f1067f40-0b48-4df7-a306-773ba81416bd&istItemId=rpixlttpt&istBid=t&gclid=Cj0KCQjwla-hBhD7ARIsAM9tQKubgLzhg40ZQNDmNHIksCPwRX7kok6I0bALfZ6goFHua284Kl--krMaApdqEALw_wcB&gclsrc=aw.ds

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Level up your training with these OpenRun Headphones from SHOKZ. In a Black colourway, these sleek, lightweight headphones have a Titanium construction for duable wear. With a wrap-around headband for a snug fit, they have an open-ear design so you can listen and focus on your surroundings, too. Crafted with PremiumPitch 2.0 and Bone Conduction technology, they're built with 8 hours of battery life for all-day wear. With Bluetooth compatibility to connect your smart devices, the box inludes a magnetic charging case and a protective drawstring bag. Finished with SHOKZ branding.

Care & Material

Titanium

Colour:

Black Product Code: 654285/654285

International Delivery: We deliver to 180+ countries.

Free Global standard delivery on orders over £100!

Visit our delivery page for more information on International delivery. - https://www.global.jdsports.com/page/delivery-returns/

To find out more about the duties and tax, please contact customs authority in the delivery destination country, or visit 3rd party website (such as easyship) for guidance. JD Sports is not responsible for the actual customs charges.

Returns policy:

Register your return at the below link:
https://returns.global.jdsports.com/

Please visit delivery and return page for more information on international returns.
https://www.global.jdsports.com/page/delivery-returns/

Personalised items will not be accepted unless the personalisation is incorrect or if the item is faulty. Underwear is non-returnable for hygiene reasons. Swimwear returns will only be accepted if the hygiene seal is still intact.

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Level up your training with these OpenRun Headphones from SHOKZ. In a Black colourway, these sleek, lightweight headphones have a Titanium construction for duable wear. With a wrap-around headband for a snug fit, they have an open-ear design so you can listen and focus on your surroundings, too.

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Assistive Technology for Hearing and Vision Impaired 

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Assistive Technology for Hearing and Vision Impaired 

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https://www.youtube.com/watch?v=nCKAJ_H0rPw

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Assistive Technologies for Vision and Hearing Impaired Children

# data[].attributes.attachment_link.description
A quick look at the benefits of using Assistive technologies in the classroom for children with sensory impairments, and a motivational tool for teachers to use assistive technologies in their classroom. This video was created for educational purposes only as part of the UTS Primary education subject: ICT in Primary Education; Current Issues and Applications.

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What Is My Role in Adapting Materials_ – Paths to Literacy - Google Chrome 4_4_2023 5_57_51 PM

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How Do I Support the Print Reader in My Classroom? – Paths to Literacy

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Paths to Literacy How Do I Support the Print Reader in My Classroom?. For teachers, families, and others interested in literacy for children and youth with visual impairments

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Assistive Technologies for students with DD

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Assistive Technologies for students with DD

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

Here are some helpful resources I found for students with developmental delays (DD):

Dreampad: a tool that uses music to help students relax and fall asleep

Prune App: an app for iOS that helps students develop problem-solving skills and encourages creativity

Decide Now! Random Wheel: an app for iOS that can be used for decision-making activities to increase student engagement

Talkative: an assistive speech app for iOS that can help students with communication difficulties express themselves more easily

Apple Pen vs. Stylus vs. Manual Entry: a comparison of different ways to enter information on an iPad

How to Use the Guided Access Feature on Apple iPad: a tutorial on using this feature to limit distractions on an iPad

Sensory App House: an app for iOS/Android that provides a variety of sensory experiences for students with sensory processing difficulties

Tap Device: an app for iOS/Android that can be used as a switch control for devices and can help students with motor impairments.

This link also explains what assistive technology is and provides an overview of the different types of assistive technology and their benefits for students with DD. These resources can be very useful for teachers and caregivers who are working with students with DD.

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3Spheres is a philosophy and model for healthy, optimal, and successful community engagement. They have developed 'Aether', an assistive robot designed to predict and report falls, signs of aggressive behaviour, and safety hazards. Aether has the potential to alleviate caregiver shortages and allow DDA staff to spend more quality time with clients.

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3Spheres is a philosophy and model for healthy, optimal, and successful community engagement. They have developed 'Aether', an assistive robot designed to predict and report falls, signs of aggressive behaviour, and safety hazards. Aether has the potential to alleviate caregiver shortages and allow DDA staff to spend more quality time with clients.

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https://www.youtube.com/watch?v=9f1o33kOpnI

Tactile Learning Strategies

When teaching individuals who are deafblind, the biggest challenge is making sure you communicate in a meaningful way. Here are some tips: use touch to get their attention, let them lead when exploring objects, and be patient when waiting for a response. Communication can include things like touch cues, sign language, or even just gestures. You can adapt strategies used for people with visual or hearing impairments to help teach those who are deafblind.

http://www.projectidealonline.org/v/deaf-blindness/

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Identifying Developmental Delays + Therapy

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Identifying Developmental Delays + Therapy

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https://www.youtube.com/watch?v=vf1uRfvNl8I

The four domains doctors look-out for are: gross motor, fine motor, language, and problem-solving.

https://www.ssmhealth.com/cardinal-glennon/conditions-treatments/developmental-pediatrics/developmental-delay

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

Genetic or hereditary conditions like Down syndrome

Metabolic disorders like phenylketonuria (PKU)

Trauma to the brain, such as shaken baby syndrome

Severe psychosocial trauma, such as post-traumatic stress disorder

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

Some very serious infections

Deprivation of food or environment

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

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

Learning and developing more slowly than other children same age

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

Difficulty communicating or socializing with others

Lower than average scores on IQ tests

Difficulties talking or talking late

Having problems remembering things

Inability to connect actions with consequences

Difficulty with problem-solving or logical thinking

Trouble learning in school

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

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

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

Physical Therapy

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

Occupational Therapy

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

Speech and Language Therapy

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

Early Childhood Special Education

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

Behavioral therapy

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

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Evidence-based strategies & Best Practice tips for students with DD

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Evidence-based strategies & Best Practice tips for students with DD

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https://allplaylearn.org.au/early/educator/developmental-delay/

Here are some teaching strategies for supporting students with developmental delays, including tips on differentiating instruction and creating a supportive classroom environment.

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Educator Strategies for Developmental delay | AllPlay Learn

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Learn about developmental delay in early childhood, understand common strengths and use evidence-based strategies to support young children with developmental delay, consider the Early Years Learning and Development Outcomes, and view relevant resources that can help to create an inclusive environme…

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Video: Building Bridges: Interacting with Adults Who Have Developmental Disabilities

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Video: Building Bridges: Interacting with Adults Who Have Developmental Disabilities

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https://www.youtube.com/watch?v=eGfG7J3ibdI

We can challenge common misconceptions about individuals with developmental disabilities and promote greater acceptance and inclusion. It is important to recognize that with the right support, everyone has the potential to succeed and make a positive impact in the world.

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Building Bridges: Interacting with Adults Who Have Developmental Disabilities

# data[].attributes.headline
Training for caregivers of children with developmental delays and disabilities

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Training for caregivers of children with developmental delays and disabilities

# data[].attributes.body
https://www.youtube.com/watch?v=LfOcTVu6pcU

# data[].attributes.attachment_link.title
Training for caregivers of children with developmental delays and disabilities

# data[].attributes.body
"Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. About one in six children in the U.S. have one or more developmental disabilities or other developmental delays."

https://www.cdc.gov/ncbddd/developmentaldisabilities/index.html

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Centers for Disease Control and Prevention

# data[].attributes.attachment_link.keywords[]
national center on developmental disabilities and developmental disabilities

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CDC works to identify causes of Developmental Disabilities and opportunities to prevent them. By applying a public health approach incorporating three essential elements-surveillance or disease tracking, research to identify causes, and prevention research and programs-we can rapidly translate scientific findings into appropriate public health interventions.

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Assistive technology for learning disability

# data[].attributes.subject
Assistive technology for learning disability

# data[].attributes.attachment_link.provider_name
Disability Tax Credits & Benefits Service, Child Disability Tax, t2201 Certificate

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Our mission is to help disabled Canadians qualify for Disability Tax Credit & CPP Disability Benefits, In this endeavor, we have worked with thousands of Disabled Canadians and we recognize the difficulties they face in their everyday life.

Are you or your close ones facing a difficult time learning due to disability? Well then, don't worry as we have listed out a few solutions that will help you learn better and faster. This article discusses learning disabilities and different learning technologies that are available to help you or your close one with learning issues.

Table of Contents

What is a Learning Disability?

Learning disability occurs to individuals who find it difficult to learn stuff compared to people of their age. Disabilities like dyslexia, deafness, ADHD/ADD and other mental illnesses may cause learning disability in an individual.

What are assistive technologies for learning disabilities?

Assistive technologies refer to technology that helps individuals conduct a certain task efficiently. Assistive technologies help's individuals with learning disabilities help perform tasks that another individual of their age is able to perform without the use of those technologies. There are different types of assistive technologies available for individuals with learning disabilities. These technologies could be used by them to understand the environment and function efficiently. This article would discuss some of the technologies that may be useful for individuals with learning disabilities to read, write, listen and much more. You may also be eligible to apply for child disability tax for your children.

Technologies for Learning Disabilities for Individuals

Audible

Audible is an essential assistive technology that may be used by individuals with reading problems. It is the leading provider of premium digital spoken audio information and entertainment on the Internet, offering customers a new way to enhance and enrich their lives every day. Audible content includes more than 215,000 audio programs from leading audiobook publishers, broadcasters, entertainers, magazine and newspaper publishers, and business information providers. Audible is also the preeminent provider of spoken-word audio products for Apple's iTunes Store. Individuals who have dyslexia, ADD or any other disability that may prevent them from reading could make use of this technology to listen to books available through an application on any device you want. In addition to books, disabled individuals may listen to award performances as well. By listening to books, both disabled students and adults would be able to read what their peers are reading as well. There are many books available at audible for you to find a perfect fit and get started. Read more

Kurzweil 3000

This is an amazing technology that allows users to engage in many activities efficiently. This technology would be helpful to many individuals who are unable to read or write due blindness disability, concentration problems due ADD/ADHD and any other disability that may prevent them from learning. This software incorporates tools that would help disabled users read, write and learn. It could translate text over 70 languages for individuals.Students may use this in classroom to complete course work. Read More

PXC 550 Wireless

This is an adaptive technology that allows user to eliminate or reduce certain noises. This will help people with learning disabilities, ADD or any other disability that may prevent them from concentrating. This technology allows individuals to listen to music. Individuals may also use it to concentrate on their tasks. Especially students with learning disability could make use of this technology for classroom purposes. They may use them while writing their essays or studying for a test. This would be helpful for them to get a better mark. Other adults with learning disabilities may use it to focus on their daily activities as well. This will help them get the job done faster as they would not be distracted with unnecessary sounds. These assistive technologies is equipped with an easy to use control panel and voice system to choose your own personal settings. Disabled individuals would not have to rely on others to use the system. It has a 30-hour life battery, allowing users to use it for long period of time and complete their tasks. It is wireless and had Bluetooth that allows to connect with more stuff than before. Read more

SuperTalker Progressive Communicator

This is an adaptive technology that may help individuals with learning disabilities due to or other disabilities. This technology allows people to record information for about 16 minutes to listen to it later on. You could record up to 64 messages in total. Students may use this assistive technology in a classroom to record what their teacher or professors are saying to understand the lecture better later on when they need it. Other individuals with learning disabilities may use it to record important information they may need. This will be helpful for individuals with learning disabilities to better comprehend the subject matter during communication with other individuals. Read more

Snap&Read Universal

This is a text-to-speech assistive technology tool which is effective to utilize by those individuals who have reading problems. Reading problems may be prevalent in individuals due to certain disabilities such as blindness or other mental illnesses. Many children and adults with learning disability may use Snap&Read Universal to gain better insight on the written context. The software would read the text written out loud to the user. This would help the individuals to better comprehend the subject matter. It has the ability to translate the text so individuals with disability could understand the content in their desired language. You can also use the tools through this technology for PDF as well.You can try out the software for free to see if it best suits your needs. Read More

Co:Writer Universal

Co:writer universal is word prediction software and is an amazing tool that many individuals can use. Children and adults who have difficulty in writing may use the program to conduct their writing activities. This software may be helpful to individuals who have learning disability, autism, dyslexia or any other disability that prevents them from writing effectively. The software may be easy to use by many individuals. In addition to helping them write, the software would improve their grammar and writing style. It also integrates a speech recognition software that allows the device to be more functional in helping the users. Read more

Mathtalk

Mathtalk allows individuals to solve math equations. Mathtalk software is helpful for many individuals especially students with learning disability as they do not need to write anything to solve math equations. An interesting feature of the software is that they use speech technology to help individuals solve the math problems instead of making them write, type or click. Therefore, it would be easy to use by many individuals facing disability issues. Mathtalk is available for purchase by their vendor.

Spanish Talking Calculator

Spanish talking calculators by independent living aids is an assistive technologies that have a speech technology that would read out the numbers inputted. This would be helpful for students and adults with learning disability to help solve math problems. It is just like a natural calculator that performs functions and operations a user inputted and shows the content in large numbers. However, the extra feature of reading out loud gives an advantage to Canadians with dyslexia, ADHD, ADD or any other disability. They do not need to use online software's to solve math problems that may be a problem due to certain conditions. Students with learning disabilities may carry it around with them and take it to class. Independent living aids provide a variety of other talking calculators that you may use. Read More

Inspiration

It is an assistive technology that many students and adults with learning disabilities could use as graphic organizers or mind maps. Individuals come up with many ideas that may be hard to organize and comprehend. Especially for children or students that face learning disability issue, graphic organizers and mind map may be helpful. The students could use them to help in their studies. The tool could help to organize information visually. Inspiration is a tool that could be downloaded on both mac and windows. The product helps individuals organize ideas into visual form to better understand the concept and come up with new ideas. Inspiration is easy to use and could be helpful to many individuals. Read More

Ginger

Ginger is a great assistive technology system that is used to check spelling and definitions of words. Many individuals facing learning disabilities may not be able to read or write properly due to blindness, dyslexia, ADD or other disabilities. This technology would be helpful to improve their writing as it would correct their mistakes as they write. It would also read out the content that you have written. Through this the individuals may know that they are typing it wrong and learn simultaneously. Especially for students, these assistive technologies may help them in their studies to write essays. Disabled adults may use this technology in their workplace where they may have to engage in writing activities. It offers many extraordinary and helpful features and is downloadable on your devices.

WatchMinder

This is an assistive technology that may be used by many individuals with learning disability to manage their information through a watch. It may be hard for individuals facing ADD, dyslexia and other disabilities to manage information in one place. For individuals with learning disabilities, this technology is perfect and convenient for managing their work schedule, home schedule and many other things. Students may use this technology to mange their study schedule and school schedule as well. This would save them a lot of time. The watch vibrates and gives the users a reminder about what to do. It is easy to use as it uses on-screen programming to use the device. Watch minders is a great tool to manage day to day activities by disabled individuals.

Conversor Personal FM Assistive Listening Device with TV Amplifier

This is a great assistive technology that can be used effectively by individuals with learning disabilities. Through this technology, individuals with hearing issues would be able to hear what a person is saying as it decreases unwanted sounds and focus only on specific sounds. The user could hear clearly by using a microphone that is part of the technology. This technology could also be used in classroom setting by students through which they may be able to better comprehend the course material. Adults may also use it when they attend work seminars to understand the material being communicated. It uses t-coli instruments and allow users to hear sounds that are about 150 feet away. Through this adaptive technology, disabled individuals would be able to hear the sounds they want more clearly.

TrackerPro

This is an assistive technology that may aid individuals with learning disabilities. This technology may be used in the classroom by students to help research for their essays or study for tests. It may also be used by adults at work to engage in activities that require computer usage effectively. This technology would allow individuals with learning disabilities to explore more about the world without any geographical limitations like other people. With this assistive technologies, individuals would be able to use the computer to their full advantage like others do. TrackerPro uses a camera to place a dot on the forehead of a person using it. The mouse of the computer moves according to the dot movements. It works exactly like other mouse, but the specialty is that it works without using one's hands.

MobileConnect

This is an assistive technology that may be used by people with learning disability. Many individuals with learning disabilities may find it hard to listen to sound over long distances. This technology allows you to connect to Wi-Fi and listen to sound over long distances through your smart phones. Disabled students may use this technology in classroom to listen to what the professor is saying. Adults may use it to hear sound from long distances as well like in a seminar. Through this technology, disabled individuals may hear the sound more efficiently and clearer than before through their smartphones

IN SUMMARY

Individuals with learning disabilities are unable to perform certain actions compared to their age group. However, learning disability affects in individuals could decrease by using assistive technologies. These technologies help special needs individuals to conduct daily activities like reading, writing, hearing and much more. The article discusses some technologies that may be helpful for individuals with learning disabilities to perform the same tasks as other people with similar age. They may go to school and work despite having learning disability due to these assistive technologies.

Individuals with learning disability are eligible for many disability tax benefits from the Canadian Government. Parents could apply for Child Disability Benefit on behalf of their kids while adults can apply for Disability Tax credit and CPP Disability Benefit.

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14 Assistive Technologies for Individuals with Learning Disability | 2017

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Our mission is to help disabled Canadians qualify for Disability Tax Credit & CPP Disability Benefits, In this endeavor, we have worked with thousands of Disabled Canadians and we recognize the difficulties they face in their everyday life. Are you or your close ones facing a difficult time learning due to disability?

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Effective teaching Strategies with Emotional and Behavioral Disorders

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Effective teaching Strategies with Emotional and Behavioral Disorders

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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Children are the beacon of hope for our future. Their mental health and emotional well-being are the very foundation upon which future success and happiness are built.

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Deafblindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around.

It's also sometimes called "dual sensory loss" or "multi-sensory impairment".
Specifics:

A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life.

These problems can occur even if hearing loss and vision loss are mild, as the senses work together and one would usually help compensate for loss of the other. [1]
Signs:

needing to turn up the volume on the television or radio

difficulty following a conversation

not hearing noises such as a knock at the door

asking others to speak loudly, slowly and more clearly

needing to hold books or newspapers very close, or sitting close to the television

difficulty moving around unfamiliar places[1].

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Katie Smith - Other health impairment (OHI)

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Katie Smith - Other health impairment (OHI)

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An “Other Health Impairment" (OHI) as defined in the IDEA (Individuals with Disabilities Education Act) refers to a chronic or acute health condition that adversely affects a student's educational performance.

Examples of conditions that may qualify as OHI include asthma, epilepsy, diabetes, heart conditions, ADHD and Tourette syndrome.

To qualify for OHI under the IDEA Act, a student's health condition must result in limited strength, vitality, or alertness that affects their ability to learn or participate in educational activities. The condition must also require special education or related services to address the student's needs effectively.

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Teaching evidence-based strategies for ID

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Teaching evidence-based strategies for ID

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Get student’s attention before communicating

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Accommodations for learners with deaf-blindness include, but are not limited to:
1. Assistive technology equipment (hearing aids, assistive learning devices);
2. Interpreters;
3.Notetakers;
4. Braille materials and assistive technology;
5. Reading machines (for students who are not completely blind);
6. Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)- preferential seats;
7. Provide extended time on assignments and assessments;
8. Eliminate unnecessary background noise. [2]

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Assistive Technologies for Students with Learning Disabilites

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Assistive Technologies for Students with Learning Disabilites

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In this video Cindy Lumpikn outlines and demonstrates some assistive technologies that can help students with OHI's and other disabilites.

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ASSISTIVE TECHNOLOGY for Students with Learning Disabilities

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https://www.youtube.com/watch?v=qkfhsr3gX90

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Helping Your Child with Multiple Disabilities Engage with the World Around Them

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https://teachercertification.com/effective-teaching-strategies-for-students-with-multiple-disabilities/

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How do you identify multiple disabilities?

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How do you identify multiple disabilities?

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1. Social History.

2. Individual Intelligence.

3. Individual Achievement.

4. Adaptive Behavior.

5. Communicative Abilities (both receptive and expressive)

6. Learning processes in the following areas:

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Without a doubt, the aforementioned traits can create numerous educational challenges. For instance, a student prone to seizures raises safety concerns inside a classroom. Other common educational challenges revolve around the following issues:

Finding a setting suitable to the child’s intelligence level

A child’s ability to effectively communicate with teachers, support staff and peers

A student’s capability to function in the classroom

Assessing and compensating for visual or hearing impairments

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Multiple disabilities is a term for a person with a combination of disabilities, for instance, someone with both a sensory disability and a motor disability.

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Assistive technology explained with pics and in sign language:  hearing aids, telecommunications, captioning and hearing loss assistive listening devices, as well as financial resources. (Minnesota Deaf and Hard of Hearing Services )

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An image of some communication tools that can be useful for students with Speech and Language impediment

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An image of some communication tools that can be useful for students with Speech and Language impediment

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The term Assistive Technology is generic term used to describe assistive, adaptive and rehabilitative devices for people with varying degrees of disability. They are aimed at assisting or expanding human function or capabilities. Assistive Technologies can be complex and range from sophisticated computerized communication systems and software programs to a simple handle on a telephone. Recent studies show that up to 1% of the world population suffers a degree of speech, language or communication need. There are communication devices, also called Augmentative and Alternative Communication (AAC) devices, that are equipment people use to communicate without using verbal speech. The lives of people with communication difficulties can greatly be boosted by the Augmentative and Alternative Communication ( AAC) systems by promoting independence, social relationships and education. According to WHO, more than 1 billion people globally need 1 or more assistive products but only 1 in 10 people in need have access to assistive products.

Who Might Need a Communication Device?

Children and adults with complex communication needs require the use of an AAC in their daily lives either as a permanent solution or a temporary one after surgery. The assistive communication products may be particularly helpful for people living with conditions such:

Augmentative and Alternative Communication (AAC) Devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text. The ACC can either be Low-tech AAC or High-tech. is any type of aid that does not require batteries or electricity. They may include simple pen and paper to write messages on, pictures boards, that can be carried to aid communication by pointing on to images, words, pictures, drawings, or letters. High-tech AAC - Any aid that requires electricity or batteries. They might include specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Most of high -tech AAC devices are Speech Generating Devices and can produce digitized speech when the user either types a message or presses on images, words, or letters.[6]

Alerting Devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place. Several types of ALDs are available to improve sound transmission for people with hearing loss and are some are designed for large facilities such as classrooms, theaters, places of worship, and airports, while others are intended for personal use in small settings and for one-on-one conversations. All can be used with or without hearing aids or a cochlear implant. ALD systems for large facilities include hearing loop systems, frequency-modulated (FM) systems, and infrared systems.[7]

Infrared Systems use infrared light to transmit sound. A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener. The receiver decodes the infrared signal back to sound. [8]

Educational Software to assist people with reading, learning and comprehension.

Memory Aids to help learn and remember a particular information.

Speech-generating Device also known also as voice output communication aids to supplement or replace speech or writing in people with severe speech impairments.[8]

Unaided Communication Systems use body language to communicate. They include gestures, body language, and/or sign language.[7]

Electronic Fluency Devices help improve people with stutters to become more fluent.

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Where to use Assistive Communication Products?

They can be used:

There are several benefits of using the communication products:

1. They help people with communication disorders to express themselves.

2. They increase self esteem and confidence of their users.

3. They enable people to live their lives fully without being excluded in the society.

4. They improve the transmission of sound for people with hearing loss.

5. They contribute to the wellbeing of people with disabilities.

6. They promote the efficiency of learning

Although the utilization of assistive technology for communication products is needed by a big number of people globally, it still remains a luxury to the majority of them due to its high cost. Two hundred million people with low vision do not have access to assistive products for low-vision whereas the hearing aid production only meets 10% of the global need out of a population of 466 million people globally who experience hearing loss.

There is a lack of policy about communication products as well as trained personnel to offer technical support.

There is a need for an adequate level of expertise of the team member ( health professionals, community workers and technical support) working along with children with learning disabilities.

There is a need of an interdisciplinary and transdisciplinary research is needed with imperative user involvement/influence as well as a research in the area of technology as it grows rapidly

All areas of the globe have unmet AT needs, but they differ depending on climate and geography, available personnel and finances, policy directives. The provision of communication products should take that into consideration.

There is a need to create low cost or affordable products for low and middle income regions.

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The term Assistive Technology is generic term used to describe assistive, adaptive and rehabilitative devices for people with varying degrees of disability. They are aimed at assisting or expanding human function or capabilities. Assistive Technologies can be complex and range from sophisticated computerized communication systems and software programs to a simple handle on a telephone.

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A great video on what Childhood Apraxia of Speech is about. I have a few students in my school with this condition. 

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A great video on what Childhood Apraxia of Speech is about. I have a few students in my school with this condition. 

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Definitions and Descriptions of Childhood Apraxia of Speech (CAS)

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10 most common Speech-Language Disorders & Impediments

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10 most common Speech-Language Disorders & Impediments

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1. Apraxia of Speech
2. Stuttering - Stammering
3. Dysarthria
4. Lisping
5. Spasmodic Dysphonia
6. Cluttering
7. Muteness - Selective Mutism
8. Aphasia
9. Speech Delay – Alalia
10. Issues related to Austism.

This website provides a thorough description of each time of speech-language impediment:
https://www.speechpathologygraduateprograms.org/2018/01/10-most-common-speech-language-disorders/

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Speech Pathology Degrees | Find an Online SLP Program | Ready to start your SLP career? Earn your degree in speech-language pathology by finding an online SLP master's program. Discover new career paths, licensing requirements & certifications.

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As you get to know more about the field of speech-language pathology you'll increasingly realize why SLPs are required to earn at least a master's degree. This stuff is serious - and there's nothing easy about it.

In 2016 the National Institute on Deafness and Other Communication Disorders reported that 7.7% of American children have been diagnosed with a speech or swallowing disorder. That comes out to nearly one in 12 children, and gets even bigger if you factor in adults.

Whether rooted in psycho-speech behavioral issues, muscular disorders, or brain damage, nearly all the diagnoses SLPs make fall within just 10 common categories...

Types of Speech Disorders & Impediments

Apraxia of Speech (AOS)

Apraxia of Speech (AOS) happens when the neural pathway between the brain and a person's speech function (speech muscles) is lost or obscured. The person knows what they want to say - they can even write what they want to say on paper - however the brain is unable to send the correct messages so that speech muscles can articulate what they want to say, even though the speech muscles themselves work just fine. Many SLPs specialize in the treatment of Apraxia .

There are different levels of severity of AOS, ranging from mostly functional, to speech that is incoherent. And right now we know for certain it can be caused by brain damage, such as in an adult who has a stroke. This is called Acquired AOS.

However the scientific and medical community has been unable to detect brain damage - or even differences - in children who are born with this disorder, making the causes of Childhood AOS somewhat of a mystery. There is often a correlation present, with close family members suffering from learning or communication disorders, suggesting there may be a genetic link.

Mild cases might be harder to diagnose, especially in children where multiple unknown speech disorders may be present. Symptoms of mild forms of AOS are shared by a range of different speech disorders, and include mispronunciation of words and irregularities in tone, rhythm, or emphasis (prosody).

Severe cases are more easily diagnosed, with symptoms including inability to articulate words, groping for sound positions, off-target movements that distort sounds, and inconsistency in pronunciation.

Stuttering - Stammering

Stuttering, also referred to as stammering, is so common that everyone knows what it sounds like and can easily recognize it. Everyone has probably had moments of stuttering at least once in their life. The National Institute on Deafness and Other Communication Disorders estimates that three million Americans stutter, and reports that of the up-to-10-percent of children who do stutter, three-quarters of them will outgrow it. It should not be confused with cluttering.

Most people don't know that stuttering can also include non-verbal involuntary or semi-voluntary actions like blinking or abdominal tensing (tics). Speech language pathologists are trained to look for all the symptoms of stuttering, especially the non-verbal ones, and that is why an SLP is qualified to make a stuttering diagnosis.

The earliest this fluency disorder can become apparent is when a child is learning to talk. It may also surface later during childhood. Rarely if ever has it developed in adults, although many adults have kept a stutter from childhood.

Stuttering only becomes a problem when it has an impact on daily activities, or when it causes concern to parents or the child suffering from it. In some people, a stutter is triggered by certain events like talking on the phone. When people start to avoid specific activities so as not to trigger their stutter, this is a sure sign that the stutter has reached the level of a speech disorder.

The causes of stuttering are mostly a mystery. There is a correlation with family history indicating a genetic link. Another theory is that a stutter is a form of involuntary or semi-voluntary tic. Most studies of stuttering agree there are many factors involved.

Because the causes of stuttering are largely unknown the treatments are mostly behavioral. Triggers often precede a stuttering episode, and SLPs can help people recognize and cope with these triggers ahead of time.

Dysarthria

Dysarthria is a symptom of nerve or muscle damage. It manifests itself as slurred speech, slowed speech, limited tongue, jaw, or lip movement, abnormal rhythm and pitch when speaking, changes in voice quality, difficulty articulating, labored speech, and other related symptoms.

It is caused by muscle damage, or nerve damage to the muscles involved in the process of speaking such as the diaphragm, lips, tongue, and vocal chords.

Because it is a symptom of nerve and/or muscle damage it can be caused by a wide range of phenomena that affect people of all ages. This can start during development in the womb or shortly after birth as a result of conditions like muscular dystrophy and cerebral palsy. In adults some of the most common causes of dysarthria are stroke, tumors, and MS.

As an SLP there's not much you can do about muscle damage, and even less you can do about nerve damage. So for treatments you'll focus on managing the dysarthria symptoms through behavior changes. This can include helping a person slow down when they're speaking, breath training, and exercising the muscles that are involved in speech.

Lisping

A lay term, lisping can be recognized by anyone and is very common.

Speech language pathologists provide an extra level of expertise when treating patients with lisping disorders . They can make sure that a lisp is not being confused with another type of disorder such as apraxia, aphasia, impaired development of expressive language, or a speech impediment caused by hearing loss.

SLPs are also important in distinguishing between the five different types of lisps. Most laypersons can usually pick out the most common type, the interdental/dentalised lisp. This is when a speaker makes a "th" sound when trying to make the "s" sound. It is caused by the tongue reaching past or touching the front teeth.

Because lisps are functional speech disorders, SLPs can play a huge role in correcting these with results often being a complete elimination of the lisp. Treatment is particularly effective when implemented early, although adults can also benefit.

Experts recommend professional SLP intervention if a child has reached the age of four and still has an interdental/dentalised lisp. SLP intervention is recommended as soon as possible for all other types of lisps. Treatment includes pronunciation and annunciation coaching, re-teaching how a sound or word is supposed to be pronounced, practice in front of a mirror, and speech-muscle strengthening that can be as simple as drinking out of a straw.

Lisps usually develop during childhood, and children will often outgrow an interdental or dentalised lisp on their own.

Spasmodic Dysphonia

Spasmodic Dysphonia (SD) is a chronic long-term disorder that affects the voice. It is characterized by a spasming of the vocal chords when a person attempts to speak and results in a voice that can be described as shaky, hoarse, groaning, tight, or jittery. It can cause the emphasis of speech to vary considerably. Many SLPs specialize in the treatment of Spasmodic Dysphonia.

SLPs will most often encounter this disorder in adults, with the first symptoms usually occurring between the ages of 30 and 50. It can be caused by a range of things mostly related to aging, such as nervous system changes and muscle tone disorders.

It's difficult to isolate vocal chord spasms as being responsible for a shaky or trembly voice, so diagnosing SD is a team effort for SLPs that also involves an ear, nose, and throat doctor (otolaryngologist) and a neurologist.

After diagnosis SLPs can have a role helping with coaching to optimize voice production, and can be particularly effective in mild cases of SD. This especially includes working on breathing control techniques to maintain a stead flow of air from the lungs.

Cluttering

Have you ever heard people talking about how they are smart but also nervous in large groups of people, and then self-diagnose themselves as having Asperger's? You might have heard a similar lay diagnosis for cluttering. This is an indication of how common this disorder is as well as how crucial SLPs are in making a proper cluttering diagnosis.

A fluency disorder, cluttering is characterized by a person's speech being too rapid, too jerky, or both. To qualify as cluttering, the person's speech must also have excessive amounts of "well," "um," "like," "hmm," or "so," (speech disfluencies), an excessive exclusion or collapsing of syllables, or abnormal syllable stresses or rhythms.

The first symptoms of this disorder appear in childhood. Like other fluency disorders, SLPs can have a huge impact on improving or eliminating cluttering. Intervention is most effective early on in life, however adults can also benefit from working with an SLP.

Treatment methods include delayed audio feedback, syllable articulation and annunciation coaching, playing games that involve rapid word retrieval, practicing pausing and phrasing in sentences, and increasing a clutterer's own self-awareness of what they are doing, such as through video recording.

Muteness - Selective Mutism

There are different kinds of mutism, and here we are talking about selective mutism. This used to be called elective mutism to emphasize its difference from disorders that caused mutism through damage to, or irregularities in, the speech process.

Selective mutism is when a person does not speak in some or most situations, however that person is physically capable of speaking. It most often occurs in children, and is commonly exemplified by a child speaking at home but not at school.

Selective mutism is related to psychology. It appears in children who are very shy, who have an anxiety disorder, or who are going through a period of social withdrawal or isolation. These psychological factors have their own origins and should be dealt with through counseling or another type of psychological intervention.

Diagnosing selective mutism involves a team of professionals including SLPs, pediatricians, psychologists, and psychiatrists. SLPs play an important role in this process because there are speech language disorders that can have the same effect as selective muteness - stuttering, aphasia, apraxia of speech, or dysarthria - and it's important to eliminate these as possibilities.

And just because selective mutism is primarily a psychological phenomenon, that doesn't mean SLPs can't do anything. Quite the contrary.

SLPs can play an important role through working with selectively mute children to create a tailored behavioral treatment program and address speech and language disorders - such as stuttering - that may be contributing to psychological factors like excessive shyness.

Aphasia

The National Institute on Neurological Disorders and Stroke estimates that one million Americans have some form of aphasia.

Aphasia is a communication disorder caused by damage to the brain's language capabilities. Aphasia differs from apraxia of speech and dysarthria in that it solely pertains to the brain's speech and language center.

As such anyone can suffer from aphasia because brain damage can be caused by a number of factors. However SLPs are most likely to encounter aphasia in adults, especially those who have had a stroke. Other common causes of aphasia are brain tumors, traumatic brain injuries, and degenerative brain diseases.

In addition to neurologists, speech language pathologists have an important role in diagnosing aphasia. As an SLP you'll assess factors such as a person's reading and writing, functional communication, auditory comprehension, and verbal expression.

Because the field of brain damage repair is in its infancy, your role as an SLP is to help with coping methods and strategies. The brain is a remarkable organ, and sometimes when one part gets damaged another part will try and pick up the slack. That means you can also try working on activities to improve the language skills that have been affected by the brain damage - sometimes this can have an effect.

Speech Delay - Alalia

A speech delay, known to professionals as alalia, refers to the phenomenon when a child is not making normal attempts to verbally communicate. There can be a number of factors causing this to happen, and that's why it's critical for a speech language pathologist to be involved.

The are many potential reasons why a child would not be using age-appropriate communication. These can range anywhere from the child being a "late bloomer" - the child just takes a bit longer than average to speak - to the child having brain damage. It is the role of an SLP to go through a process of elimination, evaluating each possibility that could cause a speech delay, until an explanation is found.

Approaching a child with a speech delay starts by distinguishing among the two main categories an SLP will evaluate: speech and language.

Speech has a lot to do with the organs of speech - the tongue, mouth, and vocal chords - as well as the muscles and nerves that connect them with the brain. Disorders like apraxia of speech and dysarthria are two examples that affect the nerve connections and organs of speech. Other examples in this category could include a cleft palette or even hearing loss.

The other major category SLPs will evaluate is language. This relates more to the brain and can be affected by brain damage or developmental disorders like autism. There are many different types of brain damage that each manifest themselves differently, as well as developmental disorders, and the SLP will make evaluations for everything.

Once the cause or causes for the speech delay are identified then the SLP can go to work treating and monitoring the child. For many speech-language disorders that cause a speech delay, early intervention and evaluation by an SLP can make a huge difference.

Issues Related to Autism

While the autism spectrum itself isn't a speech disorder, it makes this list because the two go hand-in-hand more often than not.

The Centers for Disease Control and Prevention (CDC) reports that one out of every 68 children in our country have an autism spectrum disorder. And by definition, all children who have autism also have social communication problems.

Speech-language pathologists are often a critical voice on a team of professionals - also including pediatricians, occupational therapists, neurologists, developmental specialists, and physical therapists - who make an autism spectrum diagnosis.

In fact, the American Speech-Language Hearing Association reports that problems with communication are the first detectable signs of autism. That is why language disorders - specifically disordered verbal and nonverbal communication - are one of the primary diagnostic criteria for autism.

So what kinds of SLP disorders are you likely to encounter with someone on the autism spectrum?

A big one is apraxia of speech. A study that came out of Penn State in 2015 found that 64 percent of children who were diagnosed with autism also had childhood apraxia of speech.

A study published in the National Center for Biotechnology Information out of Harvard Medical School cites muteness, involuntarily repetition of another person's vocalizations (echolalia), and unusual inflection and tone (prosody) as also being characteristics of people on the autism spectrum, especially children. It points out that in general language abilities are impaired or delayed at an early age.

This basic primer on the most common speech disorders offers little more than an interesting glimpse into the kind of issues that SLPs work with patients to resolve. But even knowing everything there is to know about communication science and speech disorders doesn't tell the whole story of what this profession is all about. With every client in every therapy session, the goal is always to have the folks that come to you for help leave with a little more confidence than when they walked in the door that day. As a trusted SLP, you will build on those gains with every session, helping clients experience the joy and freedom that comes with the ability to express themselves freely. At the end of the day, this is what being an SLP is all about.

Ready to make a difference in speech pathology? Learn how to become a Speech-Language Pathologist today

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10 Most Common Speech Impediments & Language Disorders

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As you dive into speech-language pathology, you learn about all types of speech disorders. Here are the top 10 most common language disorders

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"According to the IDEA, speech and language impairment is defined as  “a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.”

"A speech and language impairment is a communication disorder which adversely affects a child's ability to talk, understand, read, and write. It can be broken into two parts: speech disorder and language disorder. When a person is unable to produce speech sounds correctly or fluently, or has problems with his or her voice, then he or she has a speech disorder. When a person has trouble understanding others or sharing thoughts, feelings, or ideas correctly, he or she is experiencing a language disorder."

Reference:
https://sites.google.com/site/specialeducationforparents/speech-language-impairment

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SPEECH LANGUAGE IMPAIRMENT - Special Education for Parents -- Ms. Kowalski

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Assistive Technologies for Students with ADHD

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Assistive Technologies for Students with ADHD

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ADHD is classes as an OHI in the IDEA act.

Accommodations for students with ADHD involve executive functioning skills, reducing distractions, and providing structure and routine.

This webinar provides many examples of assistive technologies that can be used to help students with ADHD.

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Assistive Technology for Improving Executive Functioning in Kids with ADHD (with Janet DeSenzo)

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Traumatic brain injury (TBI), also known as a concussion, is a disability that affects brain cells and cognitive functions. It is most often caused by blunt force trauma to the skull and body. Piercing damage, such as from a bullet or sharp object can cause similar cognitive impairments. Symptoms range from bruising and torn tissues, to psychological and physical long term trauma, or even death.

Students with TBI often use assistive technologies such as: Braille and screen readers, personalized keyboards, and motorized wheelchairs depending upon the severity of their condition.

Smaller technologies are often used alongside cognitive impairment and memory issues, such as: large print calendars, talking clocks, checklists, small recorders, pill alert and boil alert reminders and temperature checkers.

During school, teachers can accommodate students with TBI through scheduled intervention assessment of cognitive skills. The special education department will use Functional Behavioral Assessment (FBA) to examine any behavioral changes related to increased impulsiveness, inappropriate emotional outbursts, aggression, and inattention. An ABC (Antecedent-Behavior-Consequence) assessment can also be used to asses the events before and after the problematic behaviour, in order to develop a preemptive plan to stop the behaviour from occurring.

Traumatic brain injury (TBI) can be a challenging disability for both students and teachers to approach, however with the right technologies, accommodations and applied behavioural analysis the student can succeed.

References:
https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury
https://www.cdc.gov/traumaticbraininjury/index.html

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Orthopedic impairment is an umbrella term that describes any condition where muscles, bones, or joints are injured. To be more specific, the damages are to the musculoskeletal system. As a result of this damage, individuals experience difficulties with everyday life activities. Orthopedic impairment can cause disabilities that are recognized by organizations such as the Individuals With Disabilities Education Act (IDEA). If the condition or injury interferes with a student’s ability to learn with the same ease as majority of students, it can be recognized as requiring special education.

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Non Technological Accomodations for Students with ADHD

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Non Technological Accomodations for Students with ADHD

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Preferential Seating - Students with ADHD may benefit from sitting at the front of the classroom, near the teacher, or in a quiet area away from distractions.

Breaks and Movement - Students with ADHD may need breaks or opportunities to move throughout the day to help reduce hyperactivity and improve focus. Teachers can provide opportunities for physical activity, such as movement breaks or recess, or allow the student to stand or stretch during class.

Accommodations for Testing - Students with ADHD may need accommodations for tests, such as extended time, breaks, or a separate testing area to help reduce distractions.

Organization and Time Management Support - Students with ADHD may need additional support for organization and time management. This can include providing a daily schedule or checklist, breaking assignments into smaller tasks, or using graphic organizers.

Positive Reinforcement and Behavioral Supports - Positive reinforcement can be a powerful tool for motivating students with ADHD. Teachers can provide frequent positive feedback, rewards, or praise to help reinforce positive behaviors and reduce negative behaviors.

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Students with CFS may experience sensitivity to noise, light, and other stimuli, as well as difficulty with memory, concentration, and physical activity.

Accomodations that can benefit students suffering with CFS:

1. Flexible scheduling: Students with CFS may have limited energy and need to rest periodically throughout the day. Flexible scheduling can allow them to take breaks as needed, or even attend classes on a part-time basis.

2. Extended time on assignments and exams: Students with CFS may need additional time to complete assignments and exams due to limited energy levels and cognitive function. Providing extended time can help them better manage their workload.

3. Reduced workload: Reducing the amount of work assigned to students with CFS can help them better manage their limited energy. Teachers can work with the student and their parents to create an individualized plan that balances the student's academic needs with their physical limitations.

4. Assistive technology: There are a variety of assistive technology tools available that can help students with CFS better manage their workload and conserve energy. Examples include text-to-speech software, speech-to-text software, and organizational apps.

5. In-class accommodations: In the classroom, teachers can provide accommodations such as allowing the student to sit closer to the front of the classroom, providing copies of notes or recordings of lectures, and minimizing noise and distractions.

6. Homebound instruction: In severe cases where a student with CFS is unable to attend school, homebound instruction may be necessary. This involves providing the student with a teacher or tutor who can come to their home to provide instruction.

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Overview

Chronic fatigue syndrome (CFS) is a complicated disorder characterized by extreme fatigue that lasts for at least six months and that can't be fully explained by an underlying medical condition. The fatigue worsens with physical or mental activity, but doesn't improve with rest.

Other characteristic symptoms include:

Sleep that isn't refreshing

Difficulties with memory, focus and concentration

Dizziness that worsens with moving from lying down or sitting to standing

This condition is also known as myalgic encephalomyelitis (ME). Sometimes it's abbreviated as ME/CFS. The most recent term proposed is systemic exertional intolerance disease (SEID).

The cause of chronic fatigue syndrome is unknown, although there are many theories - ranging from viral infections to psychological stress. Some experts believe chronic fatigue syndrome might be triggered by a combination of factors.

There's no single test to confirm a diagnosis of chronic fatigue syndrome. You may need a variety of medical tests to rule out other health problems that have similar symptoms. Treatment for chronic fatigue syndrome focuses on improving symptoms.

Symptoms

Symptoms of chronic fatigue syndrome can vary from person to person, and the severity of symptoms can fluctuate from day to day. Signs and symptoms may include:

Fatigue

Problems with memory or concentration

Sore throat

Headaches

Enlarged lymph nodes in your neck or armpits

Unexplained muscle or joint pain

Dizziness that worsens with moving from lying down or sitting to standing

Unrefreshing sleep

Extreme exhaustion after physical or mental exercise

When to see a doctor

Fatigue can be a symptom of many illnesses, such as infections or psychological disorders. In general, see your doctor if you have persistent or excessive fatigue.

Causes

The cause of chronic fatigue syndrome is still unknown. Some people may be born with a predisposition for the disorder, which is then triggered by a combination of factors. Potential triggers include:

Viral infections. Because some people develop chronic fatigue syndrome after having a viral infection, researchers question whether some viruses might trigger the disorder. Suspicious viruses include the Epstein-Barr virus, human herpes virus 6. No conclusive link has yet been found.

Immune system problems. The immune systems of people who have chronic fatigue syndrome appear to be impaired slightly, but it's unclear if this impairment is enough to actually cause the disorder.

Hormonal imbalances. People who have chronic fatigue syndrome also sometimes experience abnormal blood levels of hormones produced in the hypothalamus, pituitary glands or adrenal glands. But the significance of these abnormalities is still unknown.

Physical or emotional trauma. Some people report that they experienced an injury, surgery or significant emotional stress shortly before their symptoms began.

Risk factors

Factors that may increase your risk of chronic fatigue syndrome include:

Age. Chronic fatigue syndrome can occur at any age, but it most commonly affects young to middle-aged adults.

Sex. Women are diagnosed with chronic fatigue syndrome much more often than men, but it may be that women are simply more likely to report their symptoms to a doctor.

Complications

Possible complications of chronic fatigue syndrome include:

Lifestyle restrictions

Increased work absences

Social isolation

Depression

Show references

1. Kellerman RD, et al. Myalgic Encephalomyelitis/Chronic Fatigue Syndrome. In: Conn's Current Therapy 2020. Elsevier; 2020. https://www.clinicalkey.com. Accessed Feb 4, 2020.

2. Gluckman SJ. Clinical features and diagnosis of myalgic encephalomyelitis/chronic fatigue syndrome. https://www.uptodate.com/contents/search. Accessed Feb. 4, 2020.

3. Ferri FF. Chronic fatigue syndrome. In: Ferri's Clinical Advisor 2020. Elsevier; 2020. https://www.clinicalkey.com. Accessed Feb. 4, 2020.

4. Myalgic Encephalomyelitis/Chronic Fatigue Syndrome: Information for Healthcare Providers. U.S. Centers for Disease Control and Prevention. https://www.cdc.gov/me-cfs/healthcare-providers/index.html. Accessed Feb, 4, 2020.

5. Chronic fatigue syndrome. Merck Manual Professional Version. https://www.merckmanuals.com/professional/special-subjects/chronic-fatigue-syndrome/chronic-fatigue-syndrome?query=chronic%20fatigue. Accessed Feb. 4, 2020.

6. Goldman L, et al., eds. Fibromyalgia, chronic fatigue syndrome and myofascial pain. In: Goldman-Cecil Medicine. 26th ed. Elsevier; 2020. https://www.clinicalkey.com. Accessed Feb. 4, 2020.

7. Gluckman SJ. Treatment of myalgic encephalomyelitis/chronic fatigue syndrome. https://www.uptodate.com/contents/search. Accessed Feb. 4, 2020.

8. Bierle DM (expert opinion). Mayo Clinic. July 31, 2020.

9. Chon TY (expert opinion). Mayo Clinic. July 31, 2020.

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Chronic fatigue syndrome - Symptoms and causes

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Chronic fatigue syndrome (CFS) is a complicated disorder characterized by extreme fatigue that lasts for at least six months and that can't be fully explained by an underlying medical condition. The fatigue worsens with physical or mental activity, but doesn't improve with rest.

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Inclusion and participation of children with epilepsy in schools: Views of young people, school staff and parents

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Inclusion and participation of children with epilepsy in schools: Views of young people, school staff and parents

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This paper highlights the caried experiences of students suffering from epilepsy.
The paper shows that the condition is poorly understood by the public and there is alot of stigma attached to sufferes.
The study also identified several factors that contributed to successful inclusion and participation of children with epilepsy in schools. Succesfull inclusion can be achievd with good communication between parents and school staff, access to accommodations, and an inclusive school culture that valued diversity and supported all students.

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Highlights

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Concerns about school attendance were greater in mainstream schools.

*

The child with epilepsy was restricted from doing things their peers could do.

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Most children with epilepsy did not experience bullying due to having epilepsy.

*

Parents were more likely to agree that their child was bullied than staff.

Abstract

Objective

To gain an understanding of the views of children with epilepsy, their parents and staff regarding inclusion and participation of children with epilepsy in school.

Methods

During the study period, 136 children with 'active' epilepsy (taking anti-seizure Medications (ASMs) for epilepsy), were identified in the study area and of these 68 (50% of those eligible) families agreed to participate. Children ( n = 20) with 'active epilepsy' their parents ( n = 68) and staff ( n = 56) were interviewed or completed surveys. The quantitative data were analysed using descriptive statistics and chi-square analyses. The answers to open questions were analysed using thematic analyses.

Results

Staff in mainstream schools were more concerned about the child's attendance than staff in special schools ( p = 0.008).Parents and school staff cited a number of negative aspects of the child's attendance difficulties including social-emotional and academic aspects. The majority of parents and staff felt that young people with epilepsy were included in school to the same extent as peers. Parents were however, significantly less likely than staff to agree that children were included in all playground activities ( p = 0.045). Parents of children in special schools were more likely to agree that their child was included in school than parents of children attending mainstream schools ( p = 0.041). Thematic analysis revealed that parents felt that their child could be excluded in school due to staff decisions, child's own choice and peer led exclusion. The majority of children (64%) and parents (56%) agreed that the child with epilepsy was restricted from doing things their peers could do because of their epilepsy. While more than half of children with epilepsy (63%) reported that they had been bullied, most did not attribute this bullying to having epilepsy. Parents were more likely to agree that their child was bullied because of their epilepsy ( p = 0.035) and non-epilepsy reasons than staff ( p<0.001). Parents of children with epilepsy attending mainstream schools were more likely to agree that their child was bullied because of their epilepsy ( p = 0.017) and non-epilepsy reasons ( p = 0.026), compared to parents of children with epilepsy attending special schools.

Conclusions

School attendance difficulties for children with epilepsy can contribute to academic and social-emotional difficulties. Most parents and teachers feel that children with epilepsy are included in classroom activities to the same extent as peers. Children with epilepsy and their parents believe that they are more restricted in non-classroom activities compared with their peers. Difficulties with participation, friendships and bullying for children with epilepsy may be due to presence of other conditions as opposed to epilepsy per se. There is a need to increase understanding of the wide ranging impact of epilepsy on school life in order to enhance attendance and inclusion and to reduce bullying.

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Inclusion and participation of children with epilepsy in schools: Views of young people, school staff and parents

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Concerns about school attendance were greater in mainstream schools. * The child with epilepsy was restricted from doing things their peers could do. * Most children with epilepsy did not experience bullying due to having epilepsy. * Parents were more likely to agree that their child was bullied than staff.

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Accomodations for Students with Epilepsy

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Accomodations for Students with Epilepsy

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Outlined bellow are accomodations for students with epilepsy:

1. Ensuring that students have access to their medication at all times.

2. Allowing the student to take frequent breaks if needed.

3. Providing a quiet and low-stress environment for the student to work in.

4. Allowing the student to use a computer or other assistive technology if needed.

5. Developing an individualized seizure management plan that outlines what to do if the student has a seizure, including who to contact and what medications to administer.

6. Training school staff and classmates on how to recognize and respond to seizures.

7. Providing additional support or tutoring to help the student keep up with their schoolwork.

8. Making sure the student is not excluded from physical education or other activities due to their epilepsy.

9. Providing emotional support to the student and their family.

10. Allowing the student to have a service animal, such as a seizure-alert dog, if needed.

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Tips for Back to School Success | Students with Epilepsy

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Epilepsy can bring challenges for students and their families. Use these tips to work towards a healthy and positive start to the new school year.

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1. Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).

2. "Other Health Impairment" (n.d.). National Dissemination Center for Children with Disabilities. https://www.parentcenterhub.org/ohi/

3. "Assistive Technology for Students with Physical Disabilities" https://www.abilitynet.org.uk/factsheets/assistive-technology-physical-disabilities

4. "Assistive Technology for Students with Chronic Health Conditions" https://www.cerebralpalsyguidance.com/cerebral-palsy/living/assistive-technology/

5. "Differentiated Instruction for Students with Chronic Health Conditions" https://www.ncld.org/archives/action-center/learn-the-law/idea-parent-guide/differentiated-instruction-for-students-with-chronic-health-conditions

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1. Overview: Deafblindness, NHS. https://www.nhs.uk/conditions/deafblindness/ Accessed on 3 April 2023.
2. Deafblindness https://diverselearnerinformation.weebly.com/deaf-blindness.html Accessed on 3 April 2023.

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Deafblindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around.
It's also sometimes called "dual sensory loss" or "multi-sensory impairment".

A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life.

These problems can occur even if hearing loss and vision loss are mild, as the senses work together and one would usually help compensate for loss of the other.

Signs of deafblindness

Deafblindness most commonly affects older adults, although it can affect people of all ages, including babies and young children.

In older people, it may develop gradually and the person themselves may not realise their vision and/or hearing is getting worse at first.

Signs of a problem can include:

needing to turn up the volume on the television or radio

difficulty following a conversation

not hearing noises such as a knock at the door

asking others to speak loudly, slowly and more clearly

needing to hold books or newspapers very close, or sitting close to the television

difficulty moving around unfamiliar places

If someone already has either a hearing or vision problem, it's important to look out for signs that suggest the other sense may be getting worse too.

Read more about the symptoms of deafblindness.

Seeing your GP

Visit your GP if you think your hearing or eyesight may be getting worse.

If you're worried about a friend or family member, encourage them to speak to their GP.

It's best to seek advice as soon as possible, as treatment for some underlying causes of deafblindness can be more effective if started early. Early diagnosis will also ensure the person is able to access local support services sooner.

Read more about diagnosing and assessing deafblindness.

What causes deafblindness?

There are many potential causes of deafblindness. Some babies are born deafblind, but in many cases the hearing and/or vision loss occurs later in life.

Causes of deafblindness include:

Read more about the causes of deafblindness.

Living with deafblindness

A range of care and support services is available to help deafblind people.

Each deafblind person will have a different level of hearing and sight loss, which means they'll have their own individual care needs.

The general aims of care for a deafblind person are to:

preserve and maximise any remaining sight or hearing the person has - this could involve treating underlying conditions like cataracts, wearing glasses or using a hearing aid or implant

teach alternative methods of communication - such as hands-on signing or braille

help retain or develop as much independence as possible - for example, by training the person to use a long cane, a guide dog or offering a communicator guide

Your local authority should arrange an assessment to determine exactly what care and support is needed.

Read more about managing deafblindness.

Help and support

Sense is a UK-based charity that provides advice and support for deafblind people. The Sense helpline number is 0300 330 9256 (same number for textphone). Alternatively, you can email Sense: info@sense.org.uk.

Deafblind UK is another national charity that supports deafblind people and those with progressive sight and hearing loss.

You can call Deafblind UK's helpline for information and advice on 0800 132320 or text on 07903 572885. You can also email Deafblind UK: info@deafblind.org.uk.

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Read about deafblindness, a condition in which a person has a combination of sight and hearing difficulties that affect their everyday activities.

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Traumatic brain injury (TBI)

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Katie Smith - Other health impairment (OHI)

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Katie Smith - Other health impairment (OHI)

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

https://www.youtube.com/watch?v=T9j6rQ4rtQY

Autism Spectrum Disorder or "ASD" is a development condition, that impacts social, motor, cognitive, developmental, and behavioral skills (APA); this is a lifelong condition that impacts functional impairment, learning, and interaction that may impact as many as one out of fifty-three kids in just the U.S alone (CDC).

Early detection is incredibly important, with many health networks and support centers recommending early treatment and health plans.  Autism will often show itself in the first five years of a young child (ARI, 2019; Durkin, et al., 2002-2010).

Struggling students can find immediate help in education by teachers that reduce sensory overload, use concrete language, employing and teaching social skills with appropriate examples, developed and trained teaching staffs, and potentially using visuals (Manolis, 2016).

Several resources are available for teachers that are in need of technology assistance.  This can include, toys, social skills videos, sensory balls and even higher end robotics and AI (Jo Rudy, 2023).  It is vitally important for educators to use technology and adapt holistic approaches that learners with autism can utilize and feel comfortable with in the classroom.

Teaching Strategies:
1. Take time to learn about the learner
2. Teach to fascinations
3. Get students talking
4. Help with organizing

I want to include some resources and references below.
Helpful Resources:
https://www.cdc.gov/ncbddd/actearly/parents/states.html
Research and helpful information

https://touchchatapp.com/apps/touchchat-hd-aac
-Technology App for Learning

https://autism.asu.edu/
Center for Autism and Research Learning

References:

1. Donohue MR, Childs AW, Richards M, Robins DL. Race influences parent report of concerns about symptoms of autism spectrum disorder. Autism. 2019;23(1):100-111. doi:10.1177/1362361317722030

2. Durkin MS, Maenner MJ, Baio J, et al. Autism Spectrum Disorder Among US Children (2002-2010): Socioeconomic, Racial, and Ethnic Disparities. Am J Public Health. 2017;107(11):1818-1826. doi:10.2105/AJPH.2017.304032

3. Liz Manolis Share Share on Facebook Share on Twitter Copy to Clipboard Copied!, & Manolis, L. (2016, March 15). 6 tips for teaching students with autism. Teach For America. Retrieved April 2, 2023, from https://www.teachforamerica.org/stories/6-tips-for-teaching-students-with-autism

4. Rudy, L. J. (2023, March 7). Overview of assistive technology for autism. Verywell Health. Retrieved April 2, 2023, from https://www.verywellhealth.com/assistive-technology-for-autism-5076159#:~:text=Examples%20include%20battery%2Doperated%20sensory,in%20children%20on%20the%20spectrum.

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1. Facts About Intellectual Disability, CDC. https://www.cdc.gov/ncbddd/developmentaldisabilities/facts-about-intellectual-disability.html Accessed on 4 April 2023.

2. Gluck Samantha, Mild, Moderate, Severe Intellectual Disability Differences, Healthy place. 16 January 2022 https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-disability/mild-moderate-severe-intellectual-disability-differences Accessed on 4 April 2023.
3. Teaching strategies for students with intellectual disability. https://classful.com/students-with-an-intellectual-disability/ Accessed on 4 April 2023.

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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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The IDEA's Special Education Categories: Orthopedic Impairment - YouTube

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The IDEA's Special Education Categories: Orthopedic Impairment

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Assistive Technology / Accommodations for Orthopedic Impairment

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Assistive Technology / Accommodations for Orthopedic Impairment

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Since the category of Orthopedic Impairment is such a broad term encompassing a variety of disabilities and conditions, here are a few examples of the vast amount of Assistive Technologies / accommodations:

-Mounted monitors / screens
-Physical / digital book chart
-Word prediction software
-Assistive communication switches (audio and/or visual cues)
-Trackballs and various input devices
-Modified Keyboards
-Head oriented pointing devices
-Eye trackers

*Here is a video detailing the use of a head stick called the "DynaVox", distributed out of Sweden:

Assistive Technology in Action - Meet Elle - YouTube

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Assistive Technology in Action - Meet Elle

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Navigating deafness in a hearing world | Rachel Kolb | TEDxStanford

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1. University of Washington. “Assistive Technology.” Assistive Technology | AccessComputing, The Alliance for Access to Computing Careers, https://www.washington.edu/accesscomputing/resources/accommodations/activity-type/assistive-technology.
2. Orthopedic Physician Associates. “Orthopedic Impairment: Definition, Characteristics, Causes & Types: OPA.” What Is Orthopedic Impairment, OPA Ortho, 24 Dec. 2022, https://www.opaortho.com/what-is-orthopedic-impairment/.
3. “Sec. 300.8 (C) (8).” Individuals with Disabilities Education Act, United States Department of Education, 2 May 2017, https://sites.ed.gov/idea/regs/b/a/300.8/c/8.