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Ways we as teachers can better teach children with hearing loss in our classroom.

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Tips for teaching deaf children with a mild hearing loss

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Technology Helps All Students, Not Just Those with Disabilities

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Technology Helps All Students, Not Just Those with Disabilities

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Why is it important to educate teachers, students, and parents on the tools available for hearing impaired learners? This website explores the resources and tools that those with hearing impairments may not think to take advantage of.

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

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

What Technology Assists Students with Disabilities?

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

Technology for Hearing Impaired Students in the Classroom

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

Assistive Listening Devices

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

Augmentative and Alternative Communication Devices

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

Alerting Devices

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

How Modern Technology Helps Students with Hearing Loss

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

Technology Helps All Students, Not Just Those with Disabilities

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

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Assistive Technology for Deaf and Hard of Hearing Students | Verbit

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

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Development delays are when "a child’s progression through predictable developmental phases slows, stops, or reverses." Some symptoms include "slower-than-normal development of motor, cognitive, social, and emotional skills;" and some treatment includes occupational therapy, speech therapy and/or physical therapy services (Yale Medicine). 

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Development delays are when "a child’s progression through predictable developmental phases slows, stops, or reverses." Some symptoms include "slower-than-normal development of motor, cognitive, social, and emotional skills;" and some treatment includes occupational therapy, speech therapy and/or physical therapy services (Yale Medicine). 

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https://www.yalemedicine.org/conditions/developmental-delay#:~:text=%E2%80%A2%20When%20a%20child's%20progression,cognitive%2C%20social%2C%20and%20emotional%20skills

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A child who doesn’t develop at the same rate as others of the same age may have a developmental delay; the problem may be present at birth or arise later.

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This video nicely summarized (1) what developmental delays are, (2) how they can affect children, and (3) the different types of assistive technology that can help (no-tech, low-tech, and high-tech).

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Assistive Technology for Developmental Delays, Part 1

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Here are some examples of "high-tech" assistive technologies for learners' with developmental delays, including using audio-books, text-to-speech, and FM systems.

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Assistive Technology to Help Students with Developmental Delays Succeed Academically

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

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This article speaks more thoroughly on (1) what developmental delays are, (2) examples of assistive products (no-tech, low-tech, and high-tech), (3) the benefits of using said products, and (4) most importantly, who supplies these products and at what cost. As seen in the above resources, assistive technology can be very impactful for learners with developmental delays, but it is important for us to remember and consider how accessible these products actually are.

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Assistive products

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

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

Example of assistive products

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

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

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

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

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

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

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

*This is by no means an exhaustive list!

Benefits of assistive technology

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

In this way, assistive technology can help:

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

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

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

Improve a child's educational achievement.³

Reduce burden of care on parents.⁴

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

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

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

Provision of assistive products

Where are products delivered?

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

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

Who pays for assistive technology?

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

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

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

School systems, which may pay for general special education materials

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

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

Unmet global need

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

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

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

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

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

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

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

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

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

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

Discussion

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

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

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

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

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

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

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

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How Can Technology Assist Children with Developmental Disabilities?

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

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Lastly, I want to share this academic article titled "Barriers to the use of assistive technology for children with multiple disabilities." This article echos the sentiments of the above resources, stating how beneficial these technologies can be toward learners with disabilities like developmental displays, but then it goes on to highlight some of the barriers that actually come into play when trying to use these technologies. Things like, lack of appropriate training for staff, negative staff attitudes, insufficient funding, and difficulties procuring and managing equipment. These are all important things to keep in ming while researching this topic, because it just further goes to show that the existence of these technologies is just the first step-- there is a lot more that needs to happen before they can really help these students.

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Barriers to the use of assistive technology for children with multiple disabilities

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Parentcenterhub.org provides a multitude of information about epilepsy, as well as classroom accommodation suggestions.

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Links updated, July 2015
In This Publication:
Jeremy's Story

When Jeremy was 4 months old, he had his first seizure. His mother Caroline knew at once that something was wrong. She'd never seen him so stiff and pale, with his eyes rolling back.

The seizure passed quickly, although, to Caroline, it seemed to last forever. Then Jeremy took a deep breath, opened his eyes, and looked at her. Soon afterward, the baby fell into a deep sleep.

That was 15 years ago. Jeremy's a teenager now, and you wouldn't guess from his alert eyes, quick smile, or quirky sense of humor that his brain sometimes has brief, strong surges of electrical activity that dramatically affect his cognition and physical functioning. It's taken a lot of doctor visits, different medications, and one brain surgery to get his epilepsy under control. He still has seizures, but they don't happen very often now, much to everyone's relief, especially his mom and dad.

This year, for the first time, Jeremy and Caroline took part in the National Walk for Epilepsy, where they joined with thousands of others to raise funds for research, education, advocacy, and services for people with epilepsy and their caregivers. The best part of the day for Jeremy and Caroline was meeting so many other people who live with epilepsy every day, just like they do themselves.

Definition

Epilepsy is a seizure disorder. According to the Epilepsy Foundation of America, a seizure happens when a brief, strong surge of electrical activity affects part or all of the brain. [ 1] Seizures can last from a few seconds to a few minutes. They can have different symptoms, too, from convulsions and loss of consciousness, to signs such as blank staring, lip smacking, or jerking movements of arms and legs. [ 2]

Some people can have a seizure and yet not have epilepsy. For example, many young children have convulsions from fevers. Other types of seizures not classified as epilepsy include those caused by an imbalance of body fluids or chemicals or by alcohol or drug withdrawal. Thus, a single seizure does not mean that the person has epilepsy. Generally speaking, the diagnosis of epilepsy is made when a person has two or more unprovoked seizures. [ 3]

Incidence

About three million Americans have epilepsy. Of the 200,000 new cases diagnosed each year, nearly 45,000 are children and adolescents. [ 4] Epilepsy affects people in all nations and of all races. Its incidence is greater in African American and socially disadvantaged populations. [ 5]

Characteristics

Although the symptoms listed below do not necessarily mean that a person has epilepsy, it is wise to consult a doctor if you or a member of your family experiences one or more of them:

"Blackouts" or periods of confused memory;

Episodes of staring or unexplained periods of unresponsiveness;

Involuntary movement of arms and legs;

"Fainting spells" with incontinence or followed by excessive fatigue; or

Odd sounds, distorted perceptions, or episodic feelings of fear that cannot be explained.

Doctors have described more than 30 different types of seizures. [ 6] These are divided into two major categories-generalized seizures and partial seizures (also known as focal seizures).

Generalized Seizures |This type of seizure involves both sides of the brain from the beginning of the seizure. The best known subtype of generalized seizures is the grand mal seizure. In a grand mal seizure, the person's arms and legs stiffen (the tonic phase), and then begin to jerk (the clonic phase). That's why the grand mal seizure is also known as a generalized tonic clonic seizure.

Grand mal seizures typically last 1-2 minutes and are followed by a period of confusion and then deep sleep. The person will not remember what happened during the seizure.

You may also have heard of the petit mal seizure, which is an older term for another type of generalized seizure. It's now called an absence seizure, because during the seizure, the person stares blankly off into space and doesn't seem to be aware of his or her surroundings. The person may also blink rapidly and seem to chew. Absence seizures typically last from 2-15 seconds and may not be noticed by others. Afterwards, the person will resume whatever he or she was doing at the time of the seizure, without any memory of the event.

Partial Seizures | Partial seizures are so named because they involve only one hemisphere of the brain. They may be simple partial seizures (in which the person jerks and may have odd sensations and perceptions, but doesn't lose consciousness) or complex partial seizures (in which consciousness is impaired or lost). Complex partial seizures often involve periods of "automatic behavior" and altered consciousness. This is typified by purposeful-looking behavior, such as buttoning or unbuttoning a shirt. Such behavior, however, is unconscious, may be repetitive, and is usually not remembered afterwards.

Diagnosis

Diagnosing epilepsy is a multi-step process. According to the Epilepsy Foundation of America:

...the doctor's main tool...is a careful medical history with as much information as possible about what the seizures looked like and what happened just before they began. The doctor will also perform a thorough physical examination, especially of the nervous system, as well as analysis of blood and other bodily fluids. [ 7]

The doctor may also order an electroencephalograph ( EEG) of the patient's brain activity, which may show patterns that help the doctor decide whether or not someone has epilepsy. Other tests may also be used-such as the CT (computerized tomography) or MRI (magnetic resonance imaging)-in order to look for any growths, scars, or other physical conditions in the brain that may be causing the seizures. Which tests and how many of them are ordered may vary, depending on how much each test reveals. [ 8]

Treatment

Anti-epileptic medication is the most common treatment for epilepsy. It's effective in stopping seizures in 70% of patients. [ 9] Interestingly, it's not uncommon for doctors to wait a while before prescribing an anti-seizure medication, especially if the patient is a young child. Unless the EEG of the patient's brain is clearly abnormal, doctors may suggest waiting until a second or even third seizure occurs. Why? Because studies show that an otherwise normal child who has had a single seizure has a relatively low (15%) risk of a second one. [ 10]

When anti-epileptic medications are not effective in stopping a person's seizures, other treatment options may be discussed. These include:

surgery to remove the areas of the brain that are producing the seizures;

stimulation of the vagus nerve (a large nerve in the neck), where short bursts of electrical energy are directed into the brain via the vagus nerve; and

a ketogenic diet (one that is very high in fats and low in carbohydrates), which makes the body burn fat for energy instead of glucose.

According to the Epilepsy Foundation of America, 10% of new patients cannot bring their seizures disorder under control despite optimal medical management. [ 11]

Educational and Developmental Considerations

It's not unusual for seizures to interfere with a child's development and learning. For example, if a student has the type of seizure characterized by periods of fixed staring, he or she is likely to miss parts of what the teacher is saying. If teachers-or other caregivers such as babysitters, daycare providers, preschool teachers, K-12 personnel-observe such an episode, it's important that they document and report it promptly to parents (and the school nurse, if appropriate).

Because epilepsy can affect a child's learning and development (even babies), families will want to learn more about the systems of help that are available. Much of that help comes from the nation's special education law, the Individuals with Disabilities Education Act (IDEA), which makes available these two sets of services:

Early intervention | A system of services to help infants and toddlers with disabilities (before their 3rd birthday) and their families.

Special education and related services | Services available through the public school system for school-aged children, including preschoolers (ages 3-21).

In both of these systems, eligible children receive special services designed to address the developmental, functional, and educational needs resulting from their disability.

To access early intervention services for a child up to his or her 3rd birthday, ask your child's pediatrician for a referral. You can also call the local hospital's maternity ward or pediatric ward, and ask for the contact information of the local early intervention program.

To access special education services for a school-aged child, get in touch with your local public school system. Calling the elementary school in your neighborhood is an excellent place to start. Ask to have your child evaluated to see if he or she is eligible for services.

More about Services under IDEA

The process of finding a child eligible for early intervention or special education and related services under IDEA begins with a comprehensive and individual evaluation of the child in order to:

establish that the child does, indeed, have a disability;

get a detailed picture of how the disability affects the child functionally, developmentally, and academically; and

document the child's special needs related to the disability.

This evaluation is provided free of charge through either the early intervention system (for infants and toddlers under the age of 3) or through the local school system (for children ages 3-21). Under IDEA, children with epilepsy are usually found eligible for services under the category of " Other Health Impairment " (OHI). We've included IDEA's definition of OHI below.
IDEA's Definition of "Other Health Impairment"
The nation's special education law specifically mentions epilepsy in its definition of "Other Health Impairment," a category under which children may be found eligible for special education and related services. Here's IDEA's definition.

(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-

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

(ii) Adversely affects a child's educational performance. [34 CFR §300.8(c)(9)]

Babies and toddlers | When a baby or toddler is found eligible for early intervention, parents meet with the early intervention staff, and together they develop what is known as an Individualized Family Service Plan, or IFSP. The IFSP will describe the child's unique needs as well as the services the child will receive to address those needs. The IFSP will also emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with epilepsy. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income.

School-aged children | When a child is found eligible for special education and related services, school staff and parents meet and develop what is known as an Individualized Education Program, or IEP. This document is very important in the educational life of a child with epilepsy, because it details the nature of the child's needs and the services that the public school system will provide free of charge to address those needs.

Succeeding at School

Special education and related services can be very helpful to children with epilepsy attending public school. Because the disorder affects memory and concentration, accommodations in the classroom and during testing are key to students' academic success. Some common accommodations and services provided to students with epilepsy are listed at the end of this section.

Related services may be every bit as important for children with epilepsy, especially school health services and school nurse services-which can provide the child's medication during school hours or give first aid instruction on seizure management to the student's teachers, for example.

Depending on the child's unique needs, other related services may also be necessary so that the student benefits from his or her special education program-for example, counseling services. Children and youth with epilepsy must deal with the psychological and social aspects of the condition. These include public misperceptions and fear of seizures, loss of self-control during the seizure episode, and compliance with medications. Counseling services may help students with epilepsy address the complexities of living with this disorder. The school can also help by providing epilepsy education programs for staff and students, including information on how to recognize a seizure and what to do if a seizure occurs.

It is important that the teachers and school staff are informed about the child's condition, possible effects of medication, and what to do in case a seizure occurs at school. Most parents find that a friendly conversation with the teacher(s) at the beginning of the school year is the best way to handle the situation. Even if a child has seizures that are largely controlled by medication, it is still best to notify the school staff about the condition.

School personnel and the family should work together to monitor the effectiveness of medication as well as any side effects. If a child's physical or intellectual skills seem to change, it is important to tell the doctor. There may also be hearing or perception problems caused by changes in the brain. Written observations of both the family and school staff will be helpful in discussions with the child's doctor.
Accommodations in the ClassroomThe accommodations that a child with epilepsy receives are determined by his or her IEP team (which includes the parents). Here are some possibilities to consider. [
12] To address memory deficits

Provide written or pictorial instructions

Use voice recordings of verbal instructions

Have a peer buddy take notes for the student or permit tape recording

Divide large tasks into smaller steps

Provide a checklist of assignments and a calendar with due dates

Decrease memory demands during classwork and testing (e.g., use recognition rather than recall tasks)

To address health concerns

Be flexible about time missed from school to seek treatment or adjust to new medications

Provide extra time for assignments and a modified workload (fatigue is a common side effect of seizures and medications)

Replace fluorescent lighting with full spectrum lighting

Provide private area to rest or recover from a seizure

Resources of More Information

Epilepsy Foundation of America | Your premier source of information and guidance on epilepsy, including state and local chapters and support groups.

epilepsy.com | A website of the Epilepsy Therapy Project, a leading source of support for translational research and new therapy projects. A wealth of information is available for families and professionals, at: http://www.epilepsy.com/

National Institute of Neurological Disorders and Stroke (NINDS) | Find detailed medical information on epilepsy, including research, clinical trials being conducted at NIH, helpful organizations, and a long list of related publications.
1.800.352.9424 | http://www.ninds.nih.gov/disorders/epilepsy/epilepsy.htm

Talk About It! | A website dedicated to ending the stigma associated with epilepsy through "talking about it." Lots of info here! | http://www.talkaboutit.org/flash.shtml

The Epilepsy Health Center | The Epilepsy Health Center at webmd.com has detailed, medically based information to offer on the subject. | http://www.webmd.com/epilepsy/default.htm

For Families

Epilepsy Foundation eCommunities | Over 10,000 members.
http://epilepsyfoundation.ning.com/

Parent to Parent | Talk with other parents affected by epilepsy through the Parent to Parent Program in your state.
http://www.p2pusa.org/

Parent Training and Information Center | Have questions about early intervention or special education? Want to know local and state resources? Find your state's PTI for a wealth of information just for parents.
http://www.parentcenternetwork.org/parentcenterlisting.html

On Education

Teaching Students with Epilepsy: Strategies for Educators
http://www2.massgeneral.org/childhoodepilepsy/pdf/strategies_for_educators.pdf

How to Work with a Child with A Seizure Disorder in the Classroom
http://www.ehow.com/how_2208632_work-child-seizure-disorder-classroom.html

Education of Kids with Epilepsy
http://www.epilepsy.com/info/family_kids_education

References

1 | Epilepsy Foundation of America. (n.d.). What is epilepsy? Available online at: http://www.epilepsyfoundation.org/about/

2 | Ibid.

3 | National Institute of Neurological Disorders and Stroke. (2010, May). NINDS epilepsy information page. Available online at: http://www.ninds.nih.gov/disorders/epilepsy/epilepsy.htm

4 | Epilepsy Foundation of America. (n.d.). Epilepsy and seizure statistics. Available online at: www.epilepsyfoundation.org/about/statistics.cfm

5 | Ibid.

6 | National Institute of Neurological Disorders and Stroke. (2010, May). Seizures and epilepsy: Hope through research. Available online at: http://www.ninds.nih.gov/disorders/epilepsy/detail_epilepsy.htm

7 | Epilepsy Foundation of America. (n.d.). Epilepsy and seizure statistics. Available online at: http://www.epilepsyfoundation.org/about/diagnosis/

8 | Ibid.

9 | Epilepsy Foundation of America. (n.d.). Epilepsy and seizure statistics. Available online at: www.epilepsyfoundation.org/about/statistics.cfm

10 | Epilepsy Foundation of America. (n.d.). The decision to treat. Available online at: http://www.epilepsyfoundation.org/about/treatment/

11 | Epilepsy Foundation of America. (n.d.). Epilepsy and seizure statistics. Available online at: www.epilepsyfoundation.org/about/statistics.cfm

12 | Kitchen, S.G. (2010). Accommodation and compliance series: Employees with epilepsy. Available online at the Job Accommodations Network website: http://askjan.org/media/epilepsy.html

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Links updated, July 2015 In This Publication: When Jeremy was 4 months old, he had his first seizure. His mother Caroline knew at once that something was wrong. She'd never seen him so stiff and pale, with his eyes rolling back. The seizure passed quickly, although, to Caroline, it seemed to last forever.

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Assistive technology used for students with epilepsy

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Teacher tip sheet for children with diabetes in the classroom, including classroom accommodations, medical care, and other supports.

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Children's Mercy, Kansas City, provides an hour long training course on proper diabetes management in a school setting.

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Asthma.net gives advice on using technology to manage asthma. They also have a section about asthma accommodations at school.

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Digital devices

I can't lie; I love devices. I own an iPhone, a couple of iPods, and iPad, Kindle Fire & Kindle readers, a laptop, an Alexa speaker and probably a few more devices. So, when I started reading about the digital devices available to help with managing asthma, I was excited.

Digital peak flow meters

A peak flow meter is a small handheld device you can use to measure how well your airways are working. It can show whether your or your child's asthma is getting better or worse, and can warn of problems ahead of time. In the "old days," the meter showed your result in a sliding gauge that you read and then recorded manually. Now, the digital versions give you an automated readout and even save your readings over time, which you can then share with your doctor. They are easily accessible, with many even being found on Amazon.

Smart inhalers

These nifty devices are not really inhalers. Instead, they are a sensor that attaches to your existing inhaler. They track when you use your inhaler. Through Bluetooth technology, that data can be synced to your computer, an app, the cloud or even sent to your doctor's office.

This can be especially helpful with your rescue inhaler, which should only be used when your symptoms flare-up. Knowing when and where this happens can help you identify your triggers and allow a more personally-tailored asthma action plan. Some smart inhalers will remind you when to use your controller inhaler too. Smart inhaler technology is really just getting started in the U.S., and may still have limited availability. However, I expect these devices to go big within the next few years.

Wheeze detectors

Personally, I know when I'm wheezing. But a device like this might be helpful to parents of kids who are still too young to fully describe what they are experiencing. There are a few monitors on the market.

Here is what AirSonea says about how it works: "By placing the sensor on your trachea [windpipe] for 30 seconds of normal breathing, the device can record and then analyze your breath sounds for the presence of wheezing. The recorded breath sounds are analyzed with our advanced algorithms to detect, quantify and measure wheeze, an important sign of air flow obstruction in asthma." Much like the smart inhalers, this is an emerging technology to watch for future development and availability.

Web-based communication

One of the things I love most about technology is how it helps us stay connected. This can be invaluable in managing your treatment plan as well as in your quality of life.

Digital communications with your health care team

Through email or web portals, patients can now keep in touch with their health care teams in real time. It's often no longer necessary to spend time holding on the phone or sitting in a waiting room just to communicate with your doctor. Send an email or submit questions or data through your doctor's web portal and communication can flow back and forth easily, and probably more quickly.

Telemedicine and video office visits

This type of technology can be helpful if you travel or live in a rural area without quick access to medical care and consultation. It won't replace the need for an initial evaluation and diagnosis. But, it can be perfect for follow-up or educational visits. You can get prescriptions refilled, review your Asthma Action Plan or get instruction on how to correctly use your medications or devices, all from the comfort of your home.

Educational resources

Thanks to the world wide web, you can learn all about asthma, your medications, and other related topics quite easily. No need to travel to the library or local bookstore. Watch videos, read information and even ask questions, all online. But beware of where you are getting this information. Look for reliable websites such as Asthma.net. You can also access pollen and air quality reports online or even through devices such as Alexa or Google Home.

Web-based support

One of the hardest things about living with a chronic illness is how it affects your quality of life. Although asthma is a common illness, it's not unusual to feel alone in your struggles. Luckily, there are a number of online asthma support communities you can join.

Although not a substitute for medical care and advice, this type of community can provide a place to connect with others going through similar challenges. It can also be a place to exchange practical tips and suggestions for dealing with asthma.

Digital asthma action plans

I love this idea! Every asthmatic should have an Asthma Action Plan. Such a plan will guide you in your asthma self-management. Unfortunately, a lot of asthma patients don't have one. I have never had a doctor suggest an action plan for me. And even if you do have one, if it needs to be updated, it can be cumbersome to fill out a new one with your doctor and then make sure everyone who needs access to it receives a copy.

Having a digital action plan that you can access online or via a mobile app and that your doctor can update on the fly just makes sense. Again, this is an emerging technology. So, check with your health care team to see if this is a possibility for you.

In summary

Technology is fast becoming a tool that almost anyone can use to better manage their asthma. How much you choose to embrace it is up to you, but the possibilities are out there.

Just remember that technology and devices are only a tool. You still need to work closely with your healthcare team to manage your health and make any changes to your treatment plan.

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I can't lie; I love devices. I own an iPhone, a couple of iPods, and iPad, Kindle Fire & Kindle readers, a laptop, an Alexa speaker and probably a few more devices. So, when I started reading about the digital devices available to help with managing asthma, I was excited.

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AAFA outlines 504 plans for students with asthma and allergies.

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Title: Section 504 Plans for Students With Asthma and Allergies | AAFA.org

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Learn about Section 504 plans, a type of school health care plan for students with asthma and allergies.

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Children and Adults with Attention-Deficit/Hyperactivity Disorder's (CHADD) website provides great resources, including a toll free hot line, webinars, teacher trainings, and classroom and assessment accommodation recommendations.

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Teachers need good resources and often independently seek out training that will help them to be better educators for all students, while meeting the needs of those affected by ADHD. They look for how to best to educate students affected by ADHD, help students with behavioral management and instruct them in the classroom. Many school districts are also seeking resources for teacher training on ADHD. The following resources may be helpful to you:

CHADD Educator's Manual on ADHD: An In-Depth Look from an Educational Perspective
( Physical / E-book)

This manual provides an overview of the latest information regarding common learning challenges often associated with ADHD. Specific academic and behavioral interventions are suggested for students at the preschool, elementary, middle and high school levels.

Teacher to Teacher: Classroom Interventions for the Student with ADHD

An interactive training taught by classroom teachers for classroom teachers, identifies common ADHD-related learning problems plus practical classroom techniques, interventions and the latest research to enhance school success for students with ADHD. Professional education credits are available for this training.

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Teachers need good resources and often independently seek out training that will help them to be better educators for all students, while meeting the needs of those affected by ADHD. They look for how to best to educate students affected by ADHD, help students with behavioral management and instruct them in the classroom.

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The CDC provides a great deal of information regarding ADHD including research, recommendations, multimedia and materials, and much more.

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Centers for Disease Control and Prevention

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ADHD symptoms may look different across the lifetime.

People with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. Although ADHD can't be cured, it can be successfully managed and some symptoms may improve as the child ages.

Data and resources for states.

Learn about CDC's initiative to support children with ADHD.

Learn about symptoms of ADHD, how ADHD is diagnosed, and treatment recommendations including behavior therapy, medication, and school support.

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ADHD is one of the most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.

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Some changes to the basic classroom dynamic can also be helpful. I was especially interested in seating assignments. Rows of chairs for deaf students to continuously strain their necks to know who is talking and to try to understand. A common recommendation is U-shaped seating that allows all students to see each others faces at all times.

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A number of technologies have made large strides in recent years that are very helpful, some of these are used in our daily lives, like
-speech to text
-bluetooth technology
Speech to text allows the student to have notes taken for them while they pay closer attention to the classroom, and allow the teacher and other students to have their words displayed visually in real time

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Many normal aspects of the classroom environment can present unusual challenges for deaf students, even if they can lip read
-difficulty taking notes
-inability to take in all directions, especially if the teacher gives instructions while moving around the room
-difficulty socializing, compounded by attitudes of other students to things like speech impediments

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Making Education Accessible to Deaf Children

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Making Education Accessible to Deaf Children

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https://www.youtube.com/watch?v=U_Q7axl4oXY

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Making Education Accessible to Deaf Children | Nyle DiMarco | TEDxKlagenfurt

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A factsheet on how schools can implement various response methods and how to offer additional support

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Speech and Language Disorders Factsheet (for Schools) (for Parents) - Nemours KidsHealth

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What teachers should know about speech and language impairments, and how to help students with impairments succeed in school.

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A study about how this disability may also result in emotional and behavioral issues in young learners

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Centers for Disease Control and Prevention

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Language and Speech Disorders in Children | CDC

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Learning a language takes time, and children vary in how quickly they master milestones in language and speech development.

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The challenges this disability may present for the student and teachers in the classroom. Some suggestions given for teachers

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Speech Language Impairment: Students with Disabilities

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Definition and Case studies as well as causes, treatment and support

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Center for Parent Information and Resources

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Speech and Language Impairments - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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A great video to understand what is Intellectual Disability and how some tips on how can we help and support these students in our classrooms.

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Mind Map - Assistive Technologies for intellectual disabilities

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Mind Map - Assistive Technologies for intellectual disabilities

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I made this mind map to summarize some of the information I found about mental retardation

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ASSISTIVE TECHNOLOGY ON STUDENTS WITH MENTAL RETARDATION

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

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

Assistive Technology Summary Points

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

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

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

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

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

Computer-assisted Instruction

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

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

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

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

Software Functions

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

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

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

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

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

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

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

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

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

Mid-tech Devices

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

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

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

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

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

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

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

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

Considerations

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

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

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

Staff Training

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

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

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

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

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

Examples of Assistive Technology by Domain

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

References

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

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Assistive Technology for Students with Learning Disabilities

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

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To support, parent, or educate a child with multiple disabilities, it's important to know: which individual disabilities are involved; how severe (or moderate or mild) each disability is; and how each disability can affect learning and daily living. The different disabilities will also have a combined impact.

(Perkins School for the Blind)

Here are the best information and knowledge on the topic of What do you need to know about having multiple disabilities? compiled and synthesized by the typedpedia.com team:

What does it mean to have multiple disabilities?

Having multiple disabilities means that a person has more than one disability. What caused the disabilities? Often, no one knows. With some children, however, the cause is known. For example, Sharon's disabilities were caused by a lack of oxygen at birth.

(Perkins School for the Blind)

Can a child have more than one disability?

Many combinations of disabilities are possible. For example, one child with multiple disabilities may have an intellectual disability and deafness. Another child may have cerebral palsy and autism.

(Perkins School for the Blind)

What are the characteristics of individuals with severe or multiple disabilities?

Individuals with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person's age. There are, however, some traits they may share, including: Limited speech or communication Difficulty in basic physical mobility Tendency to forget skills through disuse

(ableU On-demand Professional Development)

What can be done to help persons with multiple disabilities?

Following strategies could help ensure a better life for persons with multiple disabilities: A multi-disciplinary team consisting of the parents, educational specialists, and medical specialists should work together to plan and coordinate necessary services to be given to a student with multiple disabilities.

(Your Special Education Rights)

What is a person with multiple disabilities?

Persons with multiple disabilities can exhibit combinations of physical disabilities, mental disabilities, or physical and mental disabilities together. Only two to three percent of all disabilities reported in the United States in a given year fall under the classification of multiple disabilities.

(APH - American Printing House for the Blind)

Which of the following is an example of multiple disabilities?

Common examples of Multiple Disabilities are: Intellectual disability and blindness Mental retardation and orthopedic impairment Locomotor disability and speech impairment.

(Autistic Interpretations)

How are multiple disabilities classified under idea?

Under IDEA, a person is classified as having multiple disabilities if they exhibit two or more types of disabilities concurrently. These disabilities must cause significant enough impairments that the student is not able to be accommodated sufficiently for one of the impairments in a traditional special education program setting.

(Perkins School for the Blind)

What is a combination of disabilities?

A key part of the definition is that the combination of disabilities causes the student to have severe educational needs. In fact, those educational needs must be severe enough that they cannot be addressed by providing special education services for only one of the impairments.

(The Maryland School for the Blind)

What are the characteristics of individuals with severe or multiple disabilities?

People with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person's age. There are, however, some traits they may share, including: Limited speech or communication; Difficulty in basic physical mobility;

What are the common characteristics of multiple disabilities?

Common Characteristics of Multiple Disabilities: Students with multiple disabilities generally have specific characteristics related to their Intellectual Functioning, Adaptive Skills, Motor Development, Sensory Functioning, and Communications Skills.

What is a combination of disabilities?

A key part of the definition is that the combination of disabilities causes the student to have severe educational needs. In fact, those educational needs must be severe enough that they cannot be addressed by providing special education services for only one of the impairments.

What are adaptive skills for students with multiple disabilities?

Most students with multiple disabilities have many impairments in intellectual functioning. Students vary widely in their academic abilities. Adaptive skills include conceptual, social, and practical competencies for functioning in typical community settings in an age-consistent way.

What is the difference between severe disability and mental retardation?

The two groups overlap somewhat in definition. Multiple disabilities, depending upon the definition used, may or may not include mental retardation as one disability, while severe disabilities requires mental retardation but does not require an additional disability.

What can be done to help persons with multiple disabilities?

One option is to contact an occupational therapist (someone whose job consists of helping to adapt home situations for people with disabilities). You can start by making some basic adjustments yourself to help the person with a disability, as you and the affected person see fit. Some things to consider include:

How do you deal with students with multiple disabilities?

Each student with multiple disabilities will have his or her own set of skills, strengths, and learning needs. Learning more about each disability of the student will be helpful in addressing those learning needs. Also find out more about the student's strengths and interests, enthusiasms, and preferences.

What do you need to know about having multiple disabilities?

All have multiple disabilities-but oh, such different ones! To support, parent, or educate a child with multiple disabilities, it's important to know: which individual disabilities are involved; how severe (or moderate or mild) each disability is; and how each disability can affect learning and daily living.

How should we treat people with disabilities?

All people with any disability should be treated with respect at all times. Disabilities are different, and call for different responses. People with physical and mobility impairments need decent canes, walkers, wheelchairs, and above all, barrier free homes and neighborhoods. Some also need everyday personal help to do everyday self-care tasks.

Why is it important to help people with disabilities?

Ensuring that people with a disability have maximum quality of life is very important. With some time and effort, you can help enhance the quality of daily life for a disabled person you care about.

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What do you need to know about having multiple disabilities?

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To support, parent, or educate a child with multiple disabilities, it's important to know: which individual disabilities are involved; how severe (or moderate or mild) each disability is; and how each disability can affect learning and daily living. The different disabilities will also have a combined impact.

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

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A look inside the LCS Multiple Disabilities Program

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Adapted from NICHCY

The Individual with Disabilities Education Act defines multiple disabilities as: concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

People with severe disabilities are those who traditionally have been labeled as having severe to profound mental retardation. These people require ongoing, extensive support in more than one major life activity in order to participate in integrated community settings and enjoy the quality of life available to people with fewer or no disabilities. They frequently have additional disabilities, including movement difficulties, sensory losses, and behavior problems.

What is the Incidence of Multiple Disabilities?

In the 2000-2001 school year, the states reported to the U.S. Department of Education that they were providing services to 112,559 students with multiple disabilities (U.S. Department of Education, Twenty-fourth Annual Report to Congress, 2002).

What are the Characteristics?

People with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person's age. There are, however, some traits they may share, including:

Limited speech or communication;

Difficulty in basic physical mobility;

Tendency to forget skills through disuse;

Trouble generalizing skills from one situation to another; and/or

A need for support in major life activities (e.g., domestic, leisure, community use, vocational).

Medical Implications of Multiple Disabilities

A variety of medical problems may accompany severe disabilities. Examples include seizures, sensory loss, hydrocephalus, and scoliosis. These conditions should be considered when establishing school services. A multi-disciplinary team consisting of the student's parents, educational specialists, and medical specialists in the areas in which the individual demonstrates problems should work together to plan and coordinate necessary services.

Educational Implications of Multiple Disabilities

In the past, students with severe and/or multiple disabilities were routinely excluded from public schools. Since the implementation of Public Law 94-142 (the Education of the Handicapped Act, now called the Individuals with Disabilities Education Act, or IDEA), public schools now serve large numbers of students with severe and/or multiple disabilities. Educational programming is likely to begin as early as infancy. At that time, as well as later on, the primary focus is upon increasing the child's independence.

In order to be effective, educational programs need to incorporate a variety of components to meet the considerable needs of individuals with severe and/or multiple disabilities. Programs should assess needs in four major areas: domestic, leisure/recreational, community, and vocational. These assessments enable the identification of functional objectives (objectives which will result in the learner's increased skill and independence in dealing with the routine activities of his/her life). Instruction should include: Expression of choice; communication; functional skill development; and age-appropriate social skills training.

Related services are of great importance, and the multidisciplinary approach is crucial. Appropriate people such as speech and language therapists, physical and occupational therapists, and medical specialists need to work closely with classroom teachers and parents. Because of problems with skill generalization, related services are best offered during the natural routine in the school and community rather than removing a student from class for isolated therapy.

Frequently, classroom arrangements must take into consideration students' needs for medications, special diets, or special equipment. Adaptive aids and equipment enable students to increase their range of functioning. For example, in recent years computers have become effective communication devices. Other aids include: wheelchairs, typewriters, headsticks (head gear), clamps, modified handles on cups and silverware, and communication boards. Computerized communication equipment and specially built vocational equipment also play important roles in adapting working environments for people with serious movement limitations.

Integration with nondisabled peers is another important component of the educational setting. Attending the same school and participating in the same activities as their nondisabled peers are crucial to the development of social skills and friendships for people with severe disabilities. Integration also benefits nondisabled peers and professionals through positive attitude change. People with severe disabilities are those who traditionally have been labeled as having severe to profound mental retardation. These people require ongoing, extensive support in more than one major life activity in order to participate in integrated community settings and enjoy the quality of life available to people with fewer or no disabilities. They frequently have additional disabilities, including movement difficulties, sensory losses, and behavior problems.

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Adapted from NICHCY The Individual with Disabilities Education Act defines multiple disabilities as: concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

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Definition

According to the Individuals with Disabilities Education Act's (IDEA), multiple disabilities refers to "concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness."

In other words, a student whose special needs are categorized under multiple disabilities requires coinciding adaptions for more than one disability. The exception is the combination deafness and blindness, as this pair of impairments has its own classification under IDEA.

Common Traits

Given the numerous disability category combinations possible, the designation multiple disabilities encompasses a broad range of traits. However, the National Dissemination Center for Children with Disabilities (usually referred to as NICHCY) lists several common characteristics, including hampered speech and communication skills, challenges with mobility and a need for assistance in performing everyday activities. It's also worth noting that medical conditions such as seizures and "water on the brain" (hydrocephalus) can accompany multiple disabilities.

Educational Challenges

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

Tips for Teachers and Parents

Triumphing over the educational challenges associated with multiple disabilities is a complex task headed by the student's individualized education program (IEP) team. Project IDEAL, a project of the Texas Council of Developmental Disabilities, advises, "Of course, at the center of the planning process should be the student, and the strengths and desires of the student should guide the entire process."

Staying mindful about medical conditions can assist with classroom placement, as can being aware of a student's intelligence level. Assistive technology (AT) and alternative communication methods, including text-to-speech technologies, hearing aids and sign language, can neutralize communication problems.

Physical therapy and occupational therapy can ease physical challenges, and in turn, they can improve a student's ability to function inside the classroom. Assistive technology and special education aids can be helpful here as well. Meanwhile, an assigned aid can provide assistance in cases in which functioning independently is difficult or impossible.

Finally, solutions ranging from priority seating to alternative textbooks (braille, audio, etc.) to hearing aids and sign language can compensate for visual and hearing impairments. A closer look at the specific disability categories which comprise a student's multiple disabilities can supply further suggestions for overcoming educational challenges.

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Understanding "Multiple Disabilities" | A Guide to the IDEA

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Find out when a child with special needs is categorized as having "multiple disabilities," and how special education teachers can support these students.

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https://assistedtechnology.weebly.com/at-tools-for-physical-needs-meredith-chen.html

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A physical disability is a limitation on a person's physical functioning, mobility, dexterity or stamina.
Limitations may be very severe and noticeable, or almost hidden. Some physical disabilities include wheelchair use, amputees, visual impairments, muscular dystrophy, multiple sclerosis, hearing impairment, and so on.

How can we support students with physical disabilities in the classroom?

Hearing Impairment (Deafness)

IDEA definition: "A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing , with or without amplification."

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AT Tools for Physical Needs Meredith Chen

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A physical disability is a limitation on a person's physical functioning, mobility, dexterity or stamina. Limitations may be very severe and noticeable, or almost hidden. Some physical disabilities include wheelchair use, amputees, visual impairments, muscular dystrophy, multiple sclerosis, hearing impairment, and so on.

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Classroom Accommodations and Strategies 

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Classroom Accommodations and Strategies 

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

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Definition

Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Prevalence

The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 1.1%, or 68,188 students, received special education services based on a classification of orthopedic impairments.

Characteristics

The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas: neuromotor impairments, degenerative diseases, and musculoskeletal disorders. The specific characteristics of an individual who has an orthopedic impairment will depend on both the specific disease and its severity, as well as additional individual factors.

A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.

Cerebral palsy refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements. The four most common types of cerebral palsy include:

Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

Athetoid (movements are contorted, abnormal, and purposeless)

Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

Mixed (any combination of the types)

Cerebral palsy is also classified by which limbs (arms and legs) are affected. Major classifications include hemiplegia (left or right side), diplegia (legs affected more than arms); paraplegia (only legs), and quadriplegia (all four limbs).

Spina bifida is a developmental defect of the spinal column. Spina bifida is characterized by an abnormal opening in the spinal column and frequently involves some paralysis of various portions of the body. It may or may not affect intellectual functioning. Spina bifida is usually classified as either spina bifida occulta or spina bifida cystica. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.

Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.

Impact on Learning

The specific impact on learning of an individual is contingent upon the disease, its severity, and individual factors. Two individuals with identical diagnoses may be quite different in terms of their capabilities.

Many students with orthopedic impairments have no cognitive, learning, perceptual, language, or sensory issues. However, individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement. For most students with orthopedic impairments, the impact on learning is focused on accommodations necessary for students to have access to academic instruction.

Teaching Strategies

As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.

In order for the student to access the general curriculum, the student may require these accommodations:

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

Awareness of medical condition and its affect on the student (such as getting tired quickly)

Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:

Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)

Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)

Speech-Language Pathologists who work with the student on problems with speech and language

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

Other Therapists (Massage Therapists, Music Therapists, etc.)

Assistive Technology

Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum. For students with orthopedic impairments, these fall into three categories:

Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material. These devices include:

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities. These devices include:

canes

walkers

crutches

wheelchairs

specialized exercise equipment

specialized chairs, desks, and tables for proper posture development

Organizations

United Cerebral Palsy Associations, Inc.

1660 L Street NW, Suite 700
Washington DC 20036

Web: www.ucp.org

United Cerebral Palsy of Texas

The national organization and its nationwide network of affiliates strive to ensure the inclusion of persons with disabilities in every facet of society-from the Web to the workplace, from the classroom to the community. As one of the largest health charities in America, the mission of United Cerebral Palsy is to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network.

1016 La Posada, Suite 145
Austin, TX 78752

Email: info@ucptexas.org
Web: www.ucptexas.org

Center for Disability and Development

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

Easter Seals--National Office

Easter Seals offers help, hope and answers to more than a million children and adults living with autism and other disabilities or special needs and their families each year. Services and support are provided through a network of more than 550 sites in the U.S. Each center provides exceptional services that are individualized, innovative, family-focused and tailored to meet specific needs of the particular community served.

230 West Monroe Street, Suite 1800
Chicago, IL 60606-4802

Web: www.easter-seals.org

March of Dimes Birth Defects Foundation

The March of Dimes mission is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They carry out this mission through research, community services, education and advocacy to save babies' lives. March of Dimes researchers, volunteers, educators, outreach workers and advocates work together to give all babies a fighting chance against the threats to their health: prematurity, birth defects, low birthweight.

1275 Mamaroneck Avenue
White Plains, NY 10605

Phone: 914-428-7100; 888-663-4637
Email: askus@marchofdimes.com
Web: www.marchofdimes.com

National Rehabilitation Information Center (NARIC)

The core mission of the Center is to collect and disseminate the results of research funded by the National Institute on Disability and Rehabilitation Research (NIDRR). NARIC staff members have been dedicated to providing direct, personal, and high-quality information services to anyone throughout the country.

4200 Forbes Boulevard, Suite 202
Lanham, MD 20706

Email: naricinfo@heitechservices.com
Web: www.naric.com

Spina Bifida Association of America

The Spina Bifida Association (SBA) serves adults and children who live with the challenges of Spina Bifida. Since 1973, SBA has been the only national voluntary health agency solely dedicated to enhancing the lives of those with Spina Bifida and those whose lives are touched by this challenging birth defect. Its tools are education, advocacy, research, and service.

4590 MacArthur Boulevard, N.W., Suite 250
Washington, DC 20007

National Institute of Neurological Disorders and Stroke (NINDS)

The mission of NINDS is to reduce the burden of neurological disease - a burden borne by every age group, by every segment of society, by people all over the world. NINDS conducts, fosters, coordinates, and guides research; operates research projects, program projects, and research center grants; and collects and disseminates research information related to neurological disorders.

National Institutes of Health
National Institue of Neurological Disorders and Stroke
P.O. Box 5801
Bethesda, MD 20824

Web: www.ninds.nih.gov

References

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

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

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Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

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https://youtu.be/CThsnREAcf4

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How Assistive Technology Supports Students With Disabilities

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Assistive Technology for Children with Hearing Impairment in the Classroom

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Assistive Technology for Children with Hearing Impairment in the Classroom

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This blog features excellent resources and information about practical classroom tools and applications to better assist and support hearing impaired learners.

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Most mainstream schools aren't designed to accommodate the needs of children who are deaf and hard of hearing. It is not uncommon for students with audiological challenges to be redirected to specialty programs in the area.

At CCHAT, we know from experience such children can thrive in mainstream programs along with their hearing peers. In fact, our entire curriculum is dedicated to this singular goal.

However, when a school is unfamiliar with hearing aids, cochlear implants, and other assistive devices, educators often have difficulty anticipating their students' needs - both academically and socially.

If this sounds familiar, we may be able to provide some guidance.

CCHAT specializes in helping mainstream schools overcome the above challenges. Our educational audiologists and deaf and hard of hearing teachers can train your faculty to more effectively address the unique needs of children who are deaf and hard of hearing. In addition, we also offer a range of audiological and mainstream support services for parents, educators, and administrators who work with students from Pre-K through 12th grade.

Classroom Learning for Children Who Are Deaf and Hard of Hearing

Hearing aids, cochlear implants, and other assistive devices can help with hearing loss, but these technologies cannot completely replicate the fidelity and clarity of normal hearing.

However, there are a number of solutions which can increase a student's comprehension and engagement in the classroom.

Personal FM systems are a perfect example. With this approach, teachers can use wireless microphones throughout their lessons. An audio signal is sent via FM radio waves directly to whatever assistive hearing devices the students are wearing.

Portable, lightweight, and non-disruptive, this solution allows children who are deaf and hard of hearing to participate more fully in classroom learning.

Another popular approach is to utilize Soundfield systems within classroom settings. These can be wall mounted or standalone speakers which can be shared among several children simultaneously. The downside, however, is these systems are less portable than their personal FM counterparts.

Captioning can also be very effective for lessons involving audio or video (A/V). This technology is similar to the "closed captioning" typically used in TV shows, and under federal law, schools are required to provide captioned A/V content on request.

Embracing the Full Spectrum of Assistive Devices in the Classroom

The above examples are just scratching the surface. There now exists any number of non-invasive assistive hearing technologies that teachers can use throughout their curricula.

Other notable examples include:

Teletypewriter (TTY)

Telecommunications device for the deaf (TDD)

Voice to text software programs

CART Communication Real-Time Translation

And although no single approach is best for all situations, our trained audiologists can help schools design the ideal complement of assistive hearing technologies to help meet the unique needs of students, faculty, and parents.

To learn more about using assistive devices for students who are deaf and hard of hearing, schedule a schedule a consultation with us today.

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Assistive Technology for Children with Hearing Impairment in the Classroom | CCHAT Sacramento

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Most mainstream schools aren't designed to accommodate the needs of children who are deaf and hard of hearing. It is not uncommon for students with audiological challenges to be redirected to specialty programs in the area. At CCHAT, we know from experience such children can thrive in mainstream programs along with their hearing peers.

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Dyspraxia is thought to affect around 6-10% of the population. It's a condition where the brain is unable to coordinate physical movement.

Common issues:
--> Difficulty in handwriting
--> Struggles to use/move a mouse, touchscreen or keyboard
--> Difficulty in physical movements or coordination needed in P.E class
--> Difficulty in movements or coordination needed to pay a musical instrument
--> Executive motor functioning issues - time management, planning or organisation, or sequence organisation (e.g. performing a set of tasks in order)
--> Balance and posture issues
--> Slowness performing tasks such as tying shoe-laces
--> Difficulties performing sequences of coordinated movements

Suggestions:
--> Practice routines and rehearse the order things will occur in
--> Use extensive planning - such as a google calendar etc.
--> Provide alternatives to written/typed assessments - e.g. voice memos or oral presentations
--> Allow more processing time, and devote class time to reviewing content, steps and instructions
--> Provide appropriate writing tools - e.g. some students may require larger pencils/pens, or using rubber grips. Encourage the use of graph paper to guide their writing
--> Teach touch-typing to reduce the burden on their handwriting/note-taking
--> Provide breaks during the class and school day where students can release stress or frustration and physically move in other ways.
--> Allow students to practice tasks that require fine-motor skills in advance (e.g. folding paper, or using scissors)

Adapted from readandspell.com, 2021: https://www.readandspell.com/how-to-help-a-child-with-dyspraxia-in-the-classroom/)

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A key issue for students with dyscalculia is short-term memory processing, and the transition from short term to long term memory.

Issues studnets may experience:
--> Over-reliance on counting in ones
--> Difficulty counting backwards
--> Inability to estimate
--> Slow speed of working
--> Weak mental arithmetic (You need both short term memory - to remember to question - and working memory - to work out the answer. Both these skills are weaker in dyscalculic students.

Recommendations focus on trying to make maths as physical as possible - using real items and using physical manipulation.
Repeat information multiple times, using structured review and revision to re-enforce ideas and concepts
Explain and show why
Show patterns explicitly - use colour coding or visuals to show consistent patterns
Show problems as much as possible - avoid mental arithmetic unless absolutely necessary, and when using it allow for extra time. Or let them use a calculator!
Don't rely on rote learning or memorisation

(Adapted from dyslexic advantage.org - https://www.dyslexicadvantage.org/tips-for-supporting-a-student-with-dyscalculia-steve-chinn/)

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Teaching Math to Dyslexic Students - Dr Steve Chinn

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Communication:
--> Give frequent feedback and attention to positive behaviour
--> Give warning when there will be a change to the routine or a transition between activities (helping students keep track of the time)
--> Be prepared to give students extra assistance and patience when transitioning between activities

Assignments:
--> Pre-check assignment instructions to make sure all stages are clearly labelled, explicitly explained and clear to understand. Don't rely only on verbal instruction - back up with written and visual support
--> provide choices in how homework can be delivered. Does this have to be a written essay? Give students options to show you their understanding - e.g. verbal assignments, drawings, online quizzes etc)
--> Allow breaks and plan ahead in your class where breaks can be scheduled
--> Bring movement and exercise into the class wherever possible
--> Minimise distractions within the classroom
--> Help students use organisational tools - e.g. google calendar, homework folders, notifications etc

Speak to the student! Speak to them or their parents to find out more about their individual profile - what activities do they find most stressful, what distractions are there in class and what might help them?

(Based off: https://www.cdc.gov/ncbddd/adhd/school-success.html)

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Is dyslexia the same across all languages?

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Is dyslexia the same across all languages?

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Dyslexia is now widely accepted to be a generalised processing disorder, which particularly affects phonological processing. Current estimates suggest that around 10% of the population are dyslexic (The British Dyslexia Association ‘About Dyslexia’ 2019). It is now widely acknowledged that SpLDs occur across a range of intellectual abilities and are not linked to intelligence (Kormos 2017; Tanaka et al 2011). There is also a range of research that shows dyslexia has significant co-morbidity with a range of other SpLDs, particularly ADHD and dyspraxia, potentially increasing the types of difficulties these learners encounter (Broada et al 2012; Germano et al 2010; Pauc 2005). Dyslexic students are characterised in particular as having slow, disfluent reading and poor spelling compared to their peers. This phonological processing difficulty has been shown to occur across multiple languages including Italian (Ferrari and Pallidino 2007), Spanish (Lindsey et al, 2003), German (Landerl et al 1997), Polish (Lockiewicz and Jaskulskaa 2016), Chinese (Ho and Fong 2014) and Korean (Cho and Ji 2011). There is also evidence that dyslexia has a biological basis consistent across all languages. Paulseu et al (2001) make an argument for ‘biological unity and cultural diversity’ through comparing dyslexic and non-dyslexic brain scans in English, French and Italian speaking participants (Paulseu et al 2001, p.2165). They demonstrated that although the orthographic depth of the language being spoken affected the severity of the presentation of dyslexia, similar patterns of brain activity were observed across all participants suggesting that it was possible to discuss neurological processing patterns common to all dyslexics – although this study focused solely on alphabetic languages.
Recently, studies on Chinese dyslexic students suggest that students who struggle to read in Chinese are using different parts of their brain than those struggling to read in alphabetic languages - research by Li Hai Tan (University of Hong Kong) found that Chinese struggling readers showed less brain activity in the area devoted to coordinating shapes, pronunciation and meaning (Pilcher H, 2021, Nature Magazine, Nature.com). This is different to the brain patterns observed in children struggling to read alphabetic languages. If the language requires different brain functioning to process and read, then the notion of being 'dyslexic' (suffering a significant impairment in learning to read and write with all other characteristics being normal) may in fact be different according to the language. English-speaking dyslexics may be experiencing a different processing issue to those struggling to read in Chinese or Japanese.
Indeed, there have been documented cases of mono-lingual dyslexia - students diagnosed with dyslexia in either their L1 or L2 without significant impairment in both. For teachers working in international schools, where the primary teaching language is English, and the majority of students speak a different L1, it may be possible that students have dyslexia only in English, and therefore may be struggling with significant impairment for the first time without documentation or support in their L1.

Additionally, dyslexia is a spectrum more than a discreet category. Simply because a student does not experience significant difficulties in reading and writing, they may experience other issues associated with dyslexia - such as executive motor functioning issues, short-term memory issues and visual processing. They may therefore still need support in terms of classroom instructions, presentation of material and time management.

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Great article discussing invisible dyslexic students in Chinese schools

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Great article discussing invisible dyslexic students in Chinese schools

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Includes a case study of a dyslexic boy and his family's reaction to his educational journey, as well as discussion of some organisations in China working with dyslexic students.

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How Dyslexia Remains Invisible in Chinese Schools

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As the mainland education system doesn’t recognize the learning disability, dyslexic students face an uphill battle.

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Evidence and research for Chinese-dyslexics

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Evidence and research for Chinese-dyslexics

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https://www.nature.com/articles/news040830-5#:~:text=Brain%20regions%20behind%20reading%20difficulties,the%20causes%20vary%20between%20languages.
--> Article discussing differrent brain functioning for dyslexic Chinese students

https://blogs.scientificamerican.com/observations/its-all-chinese-to-me-dyslexia-has-big-differences-in-english-and-chinese/#:~:text=Subscribe-,It's%20all%20Chinese%20to%20me%3A%20Dyslexia%20has,differences%20in%20English%20and%20Chinese&text=Chinese%20dyslexia%20may%20be%20much,online%20today%20in%20Current%20Biology.
--> Article discussing differences in Chinese dyslexic students

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This article attempts to explain why dyslexic students experience difficulties learning written Chinese. We do this by linking some of the inherent difficulties faced by dyslexic children with the nature of the Chinese script.

Nature of the Chinese Script

Each Chinese character is made up of different strokes. The visual complexity of a Chinese character can be measured by its number of strokes. The number of strokes can be arranged from just one to over 20. A stroke in a Chinese character is similar to a letter in an alphabetic writing system as a change of a stroke changes the meaning and the sound of a character.

For example:

A stroke by itself does not carry any information on the meaning of sound of the character but different combination of strokes make up different stroke-patterns or radicals. The same radicals could appear in different sizes at different locations of different characters such as 今 in 岑 or 念. It is estimated that there are around 600 radicals. Radicals carry information on the meaning or sound of a character.

Chinese characters often contain a phonetic radical which provides the sound and a semantic radical which represents the meaning of the character. For instance, in the character 燈 [deng] or lamp, 火 or "fire" is the semantic radical providing a clue to the meaning of the character while 登 [deng] is a phonetic component which has the same pronunciation as the whole character. Similarly in the word 蚊 [wen], the radical on the left side of the character denote meaning (insect) whilst the right side of the character gives the sound of the word.

Difficulties with Written Chinese

Dyslexic children usually have difficulty processing sound/symbol relationships

There are a large number of visual symbols in Chinese. The Chinese language is also tonal. Although there are some script-sound regularities in Chinese, Chinese children need to learn a lot more symbol-sound association than in English (Ho and Lai, 1999).

Dyslexic children have memory problems

Research by Ho, Law and Ng (2000), suggests that Chinese with dyslexia have difficulties in keeping sounds in their short-term memory, especially unfamiliar sounds. This adds to the difficulty in learning symbol-sound associations.

Chinese characters are also similar in appearance and may differ by simply adding or deleting a single stroke. Dyslexic children may find it extremely difficult to remember the slight differences between Chinese characters.

The fact the Chinese radicals can occur in different sizes at different locations in different words makes the task of remembering characters even more complex.

Dyslexic children may become tired easily after reading for a short time

Reading Chinese characters requires the ability to identify the stroke pattern in different characters. The visual complexity of Chinese characters and differentiating between similar-looking characters may tax the processing powers of dyslexia.

Dyslexics may have word-retrieval problems

Ho and Lai (1999) have found in their research that Chinese dyslexic children seem to have some generalized deficits in the speed of access to their store of Chinese characters. This was demonstrated at the basic level of naming discrete items as well as at the complex level that required scanning and sequencing strategies. This deficit may also explain why reading Chinese characters is taxing for dyslexics.

Dyslexic children may have left/right confusion or directionality problems

It is likely that left/right confusion or directionality problems add to the difficulty of dyslexics in remembering Chinese characters. Dyslexic children may also transpose or reverse radicals when they write them.

This article only explains some of the reasons why dyslexic students feel so frustrated learning written Chinese. More extensive research needs to be undertaken to fully understand what happens when dyslexics process and learn second languages like Chinese and to discover what can be done to help them perform this task less painfully.
References

Ho, Connie S-H. & Bryant, B. (1999). Different Visual Skills are important in Learning to read English and Chinese. Educational and Child Psychology, Vol. 16(3).

Ho, Connie S-H. & Lai, Daphne Ngar-Chi (1999). Naming-Speed Deficits and Phonological Memory Deficits in Chinese Developmental Dyslexia. Learning and Individual Differences, Vol. 11 (2).

Ho, Connie S-H, Law, Teresa P-S & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal 13.

About the Author:
Liu Yimei
Assistant Director, SpLD Assessment Services
Rex House Learning Centre
Learn more about Yimei
This article was first published in FACETS

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Why is Learning Written Chinese so Difficult?

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This article attempts to explain why dyslexic students experience difficulties learning written Chinese. We do this by linking some of the inherent difficulties faced by dyslexic children with the nature of the Chinese script. Each Chinese character is made up of different strokes.

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Traditionally, dyslexia and other reading disorders were thought not to exist in Japan due to katakana and hiragana creating a very regular phonetical script.
However, similar to China, students who struggle to learn to read Japanese may not be struggling for the same reasons, and may instead have more issues in visual processing.
There may also be studnets who can compensate when reading Japanese, but are unprepared for English when it enters the curriculum.

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Classroom solutions for dyslexic learners (mostly focused on ESL instruction) Visual support

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Classroom solutions for dyslexic learners (mostly focused on ESL instruction) Visual support

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Classroom solutions for dyslexic learners (mostly focused on ESL instruction) Auditory support

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Classroom solutions for dyslexic learners (mostly focused on ESL instruction) Auditory support

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Classroom solutions for dyslexic learners (mostly focused on ESL instruction) Cognitive support

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Classroom solutions for dyslexic learners (mostly focused on ESL instruction) Cognitive support

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Nessy - a reading program designed for children with dyslexia learning to read and spell

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Nessy - a reading program designed for children with dyslexia learning to read and spell

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Nessy Reading & Spelling Program Trailer - Help For Dyslexia

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SpLD = Specific Learning Difficulty
--> While all other areas of learning or development appear 'normal' in comparison to chronologically aged peers, students experience a significant impairment in one aspect of their learning

SEN = Special Educational Need

Dyslexia = A problem in phonological processing which impairs a student learning to read and write (Nijakowska 2010; Goswami 2003; Snowling 2000).

Dyspraxia = Developmental co-ordination disorder.
--> A disorder affecting fine and/or gross motor coordination skills (Movement Matter UK, 2021)

Dyscalculia = A disorder affecting the ability to undertake mathematical reasoning and computation. (Dyscalculia.org, 2021)

ADHD = Attention Deficit hyperactivity Disorder
--> A disorder which affects the ability to concentrate and impulse control (Centre for Disease Control, 2021)

LPD = Language Processing Disorder
--> Difficulty in using language to express yourself, and in understanding spoken and written language stemming from a neurological processing weakness. It can be expressive, or receptive (LDRFA.ord, 2021)

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Famous Dyslexics reflect on what it means to have dyslexia

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Famous Dyslexics reflect on what it means to have dyslexia

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Blindness, Causes, Signs and Symptoms, Diagnosis and Treatment

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Blindness, Causes, Signs and Symptoms, Diagnosis and Treatment

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https://www.youtube.com/watch?v=XbT0BamLYjU

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Blindness, Causes, Signs and Symptoms, Diagnosis and Treatment.

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Understanding and working with visually impaired people

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Understanding and working with visually impaired people

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A guide to working with people with a visual impairment

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Visual Impairment - Strategies for Learning and Teaching

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Visual Impairment - Strategies for Learning and Teaching

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https://www.sess.ie/categories/sensory-impairments/visual-impairment/tips-learning-and-teaching

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(Teachers should note that the Visiting Teacher Service for children and young people with a visual impairment supports parents/guardians, teachers and other professionals involved with the student. More information is available in the Visiting Teacher Service information leaflet [PDF 508KB].)

Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc).

Seat the student appropriately in the classroom (e.g. in the middle towards the front).

Make sure lighting is suitable.

Make efforts to eliminate the risk of glare from the desk and whiteboard.

If possible ensure lights are coming from behind or to the side of the student.

Give clear instructions as the student may misinterpret gestures and facial expressions.

Consider the use of enlarged print/magnified worksheets.

The less configurations on a page the better (worksheets can be cut in strips and stapled together to present less work at a time).

Print materials need to be clear and dark.

Have lined paper for assignments (the darker the lines the better).

Nearpoint work should be limited to fifteen minutes or less. The student should be encouraged to look away from his/her work, sharpen a pencil or participate in another activity as this will allow the student to refocus his/her eyes so that the student is less likely to become fatigued.

Have students measure from their elbow to their fingers and tell them they need never get closer to their work than that distance.

Slanted desks may be of benefit to individual students.

Provide contrast on any visual materials used: black and white is best.

Avoid italic or ornate script. Remember that lower-case letters are easier to read than capital letters because they have a greater number of ascenders and descenders, making them more visually distinctive.

Supplement visual material with clear verbal explanation.

Require less copying from the board or elsewhere.

Increase oral activities.

Use concrete material and hands-on experience whenever possible.

Allow more time to complete tasks and provide breaks to combat fatigue.

Do not lower expectations because the student has a visual impairment.

Provide mobility and orientation training as students with visual impairment experience great difficulty in acquiring skills in direction, mobility and travel. This is particularly important at post-primary level where the student may have to move for individual subjects.

Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.

Use the student's name when seeking his/her attention.

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(Teachers should note that the Visiting Teacher Service for children and young people with a visual impairment supports parents/guardians, teachers and other professionals involved with the student. More information is available in the Visiting Teacher Service information leaflet [PDF 508KB].) Encourage the student to use visual aids/resources that have been prescribed (e.g.

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Assistive technologies for visual impairment

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Assistive technologies for visual impairment

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https://www.perkinselearning.org/technology/blog/z-assistive-technology-low-vision

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When I first started exploring the world of assistive technology, I found myself getting frequently overwhelmed with how many different items were available for people with low vision. Previously, I had assumed that since I do not read Braille, there was no such thing as assistive technology for low vision, and that definitely is not the case- there are so many different things that people with low vision can use to access the world around them. To help people learn more about assistive technology for low vision and in honor of my 500th post on Veronica With Four Eyes, here is my list of assistive technology tools from A to Z. If someone is familiar with these 26 items, I believe they will be a successful assistive technology user!

Audio description

Audio description, sometimes referred to as descriptive audio, is an additional narration track that describes visual information for people who otherwise might not be able to see it. Audio description can be played openly where everyone can hear it or on a assisted listening device (ALD) where only the person wearing headphones can hear it.

Examples

In a movie theater

On a streaming service such as Netflix, Amazon Video, or iTunes

At an amusement park

During a play

When visiting a museum

Related links

Blindness cane

Blindness canes are used by people with low or no vision in order to navigate unfamiliar environments. People typically learn how to use blindness canes from orientation and mobility (O&M) specialists that are trained to help people navigate their environment in a non visual way. Blindness canes come in many different shapes and sizes.

Examples

The rolling marshmallow cane tip is one of the most commonly used blindness cane tips

Blindness canes can come in many colors, including custom colors

The state department for vision impairment can provide canes for free or at a low cost

The rigid NFB canes with metal tips are also a popular choice and can be ordered for free online

Related links

Computer

Computers can be used as assistive technology in the classroom for displaying accessible assignments and allowing students to take notes that they can read. Computers also have many accessibility settings of their own that can make them easier to use for people with low vision such as magnification, large print, high contrast display, and others.

Examples

Use a computer to enlarge classroom materials so they can be completed digitally

Some teachers can share screens using desktop mirroring so that the student can see displays up close

Laptop computers can be just as helpful for low vision students as desktop computers

The most common operating systems include Windows, Mac, and Chrome

Related links

Device camera

The device camera that is built into a cell phone or tablet can be used as assistive technology in a pinch, and is frequently used by college students to quickly magnify things, especially items such as restaurant menus, signs, and short documents. There are also many different assistive technology apps that utilize the device camera, so users should be familiar with how to stabilize an image and take a clear photo.

Examples

Related links

Electronic books

Since many people with low vision have a print disability, or the inability to read standard print, they can benefit from reading electronic books that include large print or having text-to-speech read for them. There are services that provide electronic accessible books for free.

Examples

Related links

File formats

People with low vision may request digital materials instead of print ones for the same reason they would request electronic books. Some file formats can be edited, while others are simply used for reading information.

Examples

Related links

Guide

Some people prefer to travel with a guide in addition to or instead of using a blindness cane. If someone is going to be a guide, it is important that they ask a person if they need assistance before offering their arm to guide them, instead of just randomly grabbing them.

Examples

A human guide can be used to dictate surrounding information or keep someone from bumping into obstacles

Guide dogs can be trained to help blind and low vision users to navigate their environment

Related links

High resolution images

High resolution images can be used to present graphics clearly so that they can be magnified as necessary. Images can be found online or created using common drawing programs.

Examples

Google and Bing have search filters for finding high resolution images

Users can create graphics in PowerPoint, Paint, or other software to add to documents or presentations

Related links

Image descriptions/alt text

Alt text and image descriptions are read out loud by screen readers to tell someone what is in an image. While automatic alt text has been added to many different platforms, it is still critical for people to add their own alt text or image descriptions before publishing an image online or adding it to a document.

Examples

Social media sites such as Twitter, Instagram, and Facebook support adding alt text

Images without alt text are skipped and can be frustrating for people who use assistive technology

Related links

Jingle/auditory feedback

Adding sound to something can help communicate visual information for people who may not otherwise be able to see it. This can be as high-tech as enabling sound feedback on the computer and as low-tech as adding a noisemaker or beeping sound to a ball or other activity.

Examples

Users can enable audio feedback in the "Options" section of Microsoft applications

Liquid level indicators beep when a cup is filled to a certain level

Related links

Keyboard

Having access to a modified keyboard for typing can be incredibly helpful for people with low vision or dual media users. One popular large print keyboard model features bright yellow keys and large letters, though modifications to standard keyboards such as Braille or large print stickers are also common. Virtual high contrast keyboards are also available for most smartphones and tablets.

Keyboard shortcuts can also allow users to quickly complete common tasks on the computer. Users can use default keyboard shortcuts or create their own for opening applications and completing other actions.

Examples

A computer lab keyboard modified to have large text

The Android keyboard can be customized to have different colored backgrounds

Related links

Large print

Large print is invaluable for people who cannot read standard sized print due to a print disability. Large print is typically size 18 font or larger, though it is up to personal preference as to what font size is best. For best results, pair with a print disability friendly font.

Examples

Large print can be incorporated in both print and digital accessible materials

A larger font size may be required depending on the different types of fonts used

Related links

Magnifier

Having access to a magnifier or magnifying glass can be helpful for people who frequently look at small details of objects or read short amounts of text. Magnifiers come in all shapes and sizes, as well as magnification powers. Some are small enough to fit in the user's hand, while others can be supported with a stand.

Examples

A sheet magnifier can magnify an entire page

Handheld magnifiers can be used for reading and exploring outside the classroom

Related links

Notetaker

A notetaker is a portable device that allows users to create documents in an accessible format. They are also helpful for low vision users with dysgraphia. Braille notetakers are a common accommodation for students who read/write Braille.

Examples

Some school districts still have the AlphaSmart devices for students with low vision or dysgraphia

Many assistive technology companies sell Braille notetakers which can also display text in Braille

Related links

Overhead lighting

Overhead lighting can make a big difference in how someone with low vision can work or walk around a room. Nice, bright lights can allow people to see everything around them with finer detail, while people with photosensitivity may prefer darker rooms

Examples

Using lamps to make an area brighter or to replace fluorescent lights

Adding additional task lighting for activities such as drawing

Related links

Paper size

Many people with low vision benefit from having a larger paper size in addition to large print so that no additional information is cut off. It's also important to look at how large print can appear on different paper sizes- a size 36 point font can look huge on an index card compared to 11 x 14 paper.

Examples

Some students prefer to use larger paper when reading charts or questions in math and science

Large print may be cut off on smaller paper sizes

Related links

Quality pens

Since many people with low vision have difficulty distinguishing gray pencil lead on white paper, it's helpful to write with large, high-contrast pens. Some people may prefer to write in colored ink, while others use solid black or blue.

Examples

20/20 style contrast pens

Colored Sharpies

Related links

Raised dots

Raised dots can provide information in a tactile way for people with vision loss. They can stick to almost any surface and be used to label appliances, medication, and more.

Examples

Putting raised dots on a medication lid to identify pills

Adding a tactile dot to the oven label to know where the dial is

Related links

Screen reader

A screen reader is a software program that reads all of the text on a computer screen using a synthesized voice. Screen readers aren't just on computers though, as many smartphones and tablets have their own screen readers. Not every website or software application is accessible to screen reader users, though this has been changing over the last few years.

Examples

Related links

Tactile materials

Tactile materials allow users to learn by touch. Tactile materials can be outlines or full 3D models, and may or may not incorporate Braille.

Examples

Using raised lines to show information in math class

Modifying an anatomy diagram to include texture

Related links

Underline/line tracker

For people that have trouble tracking text with their eyes, a line tracker can be used underneath lines of text to make them easier to focus on. Line trackers can be used in both high tech applications and as no-tech assistive technology.

Examples

Built-in line tracker in Immersive Reader

Using an index card to track text on a page

Related links

Virtual assistants

Virtual assistants, sometimes referred to as voice assistants, perform tasks or services for users based on spoken commands or questions. Virtual assistants can read information out loud or perform tasks without requiring the user to look at a screen- perfect for people with vision loss.

Examples

Related links

Wayfinding

According to Wikipedia, "wayfinding encompasses all of the ways in which people orient themselves in physical space and navigate from place to place." In the context of visual impairment, this extends to orientation and mobility techniques and tools that allow users to navigate more easily.

Examples

GPS tools specifically for blind and low vision users such as Nearby Explorer

Remote virtual assistance such as Aira

Related links

eXternal display

External displays can be used to further magnify or enlarge information on a screen. Some users may have multiple external displays or simply use it to project information from a smaller screen

Examples
Related links
Yellow on black/high contrast display

Black text on a white background can provide lots of glare, so many users benefit from having a high contrast display. Many video magnifiers and assistive technology devices support high contrast displays, though they can also be added to computers and smaller electronics. Some users prefer light text on a dark background, though there are also others who prefer dark text on a light background that isn't white

Examples

Enabling an inverted or high-contrast display on a computer

Using black text on a yellow background for improved readability

Related links

Zoom

Zoom functions on software allow users to magnify displays without external magnification aids. Zoom can be activated with the pinch gesture, though additional magnification settings can be activated within the accessibility menu.

Examples

Magnifying a web page by using ctrl-+ or pinch to zoom

Activating a software such as Magnifier, Zoom, or ZoomText to control magnification

Related links

Final thoughts

There is a world of assistive technology available for people with low vision, ranging from low tech to high tech, low cost to high cost, and old-fashioned to emerging and futuristic. By knowing the common terms for low vision assistive technology, people with low vision, as well as their families and other professionals, can feel more empowered when accessing the world around them and know what accommodations to ask for.

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A to Z of Assistive Technology for Low Vision

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When I first started exploring the world of assistive technology, I found myself getting frequently overwhelmed with how many different items were available for people with low vision.

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Utah Schools for the Deaf and the Blind USDB

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Information about challenges a student with Deaf-Blindness might have.
Effective teaching strategies and techniques, including IEP's and key points of assessments.

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Touches on different aspects to consider when having students with Deaf- Blindness

Assistive Listening Devices (ALDs)

Physical Classroom Accommodations

Use of Handouts/Ad Hoc Materials

Use of Audiovisual Materials

Small Group Discussions/Activities

Exams

Oral Presentations

Field Visits/Labs

Teaching Style

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Deaf-Blindness definition, strategies for teaching and AT

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Deaf-Blindness definition, strategies for teaching and AT

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Definition

Deaf-blindness under federal law means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Prevalence

In the 2003-2004 school year, 1,667 students were served under the category of multiple disabilities in the United States, representing 0.03% of all special education students.

Characteristics

The causes of deafblindness are many. Below is a list of many of the possible etiologies of deafblindness.

Major Causes of Deaf-blindness

Syndromes

Multiple Congenital Anomalies

Prematurity

Congenital Prenatal Dysfunction

Post-natal Causes

Some people are deafblind from birth. Others may be born deaf or hard-of-hearing and become blind or visually impaired later in life; or the reverse may be the case.

Still others may be adventitiously deafblind-that is, they are born with both sight and hearing but lose some or all of these senses as a result of accident or illness.

Deaf-blindness is often accompanied by additional disabilities. Causes such as maternal rubella can also affect the heart and the brain. Some genetic syndromes or brain injuries that cause deafblindness may also cause cognitive disabilities and/or physical disabilities.

Impact on Learning

Of the five senses, vision and hearing are the primary senses through which we collect information:

As much as 80% of what we learn is learned visually.

Hearing is the basis of the communication/language system that most people use.

When these two major channels for receiving information are impaired or not functioning, it has far reaching effects on a child's development in several areas, including:

Teaching Strategies

Educators who work with individuals who are deafblind have a unique challenge to ensure that the person has access to the world beyond the limitations of their reach. The most important challenge for teachers (as well as parents and caregivers) is to meaningfully communicate. Some basic guidelines for communication include:

Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.

Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control

The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.

Symbolic communication can be utilized by individuals who are deafblind. The principal communication systems include:

Touch cues

Object symbols

Sign language

Gestures

Picture symbols

Fingerspelling

Signed English

Braille

American Sign Language

Lip-reading speech

Pidgin Signed English

Tadoma method of speech reading

Large print

Many of the teaching strategies for individuals with visual impairments and hearing impairments can be used with individuals who are deafblind with modifications made for the communications needs of the individual.

Assistive Technology

Modern technology has provided opportunities for students who are deafblind to access the general curriculum. Assistive technology devices that were created for individuals with visual impairments (especially those with braille output) can be utilized by students who are deafblind. These include:

Computer adaptations:

Adaptive devices:

Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy

Optical character reader: converts printed text into files that can be translated into audible speech or Braille

Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech

Telecommunication Devices

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

Organizations

American Association of the Deaf-Blind [AADB]

AADB is a national consumer advocacy organization that promotes better opportunities and services for deaf-blind people.

814 Thayer Ave, Ste 302
Silver Spring, MD 20910-4500

Center for Disability and Development

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

DB-LINK, The National Information Clearinghouse On Children Who Are Deaf-Blind

DB-LINK is a federally funded information and referral service that collects, develops, and distributes information to help improve the education and lives of children and youth who are deaf-blind.

Teaching Research Institute
345 N. Monmouth Ave.
Monmouth, OR 97361

Phone: (800) 438-9376
Fax: (503) 838-8150
TTY: (800) 854-7013
Email: dblink@tr.wou.edu
Web: www.dblink.org

Helen Keller National Center For Deaf-Blind Youths and Adults [HKNC]

HKNC is a national program that provides evaluation, short-term comprehensive vocational rehabilitation training, work experience training and assistance to deaf-blind clients for job and residential placements.

141 Middle Neck Road
Sands Point, NY 11050-1299

Phone: (800) 255-0411 ext. 326
Fax: (516) 944-7302
TTY: (516) 944-8900 ext. 326
Web: www.hknc.org

Hilton/Perkins Program

Hilton/Perkins program provides consultation training and technical assistance to programs throughout the nation and in developing countries. Emphasis is on program development for multi-handicapped blind and deaf-blind infants, toddlers and school-aged children.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02472

Phone: (617) 972-7220
Fax: (617) 923-8076
Email: michael.collins@perkins.org
Web: www.perkins.org

National Family Association For Deaf-Blind [NFADB]

NFADB is a national network of families who focus on issues surrounding deaf-blindness. NFADB advocates for all persons who are deaf-blind, supports national policy to benefit people who are deaf-blind, and encourages the founding and strengthening of family organizations in each state.

141 Middle Neck Road
Sands Point, NY 11050

Phone: (800) 255-0411 x275
Fax: (516) 883-9060
TTY: (800) 255-0411
Email: nfadb@aol.com
Web: www.nfadb.org

National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind [NTAC]

NTAC is a consortium for the provision of technical assistance to families and agencies serving children and young adults who are deaf-blind. The primary mission of NTAC is to assist states in improving the quality of services for individuals (birth to age 22) who are deaf-blind.

Teaching Research Institute
Western Oregon University
345 N. Monmouth Ave.
Monmouth, OR 97361

Phone: (503) 838-8808 Fax: (503) 838-8150
TTY: (503) 838-9623
Web: www.tr.wou.edu/ntac

U.S. Department Of Education Office Of Special Education Programs Projects For Children Who Are Deaf-Blind

The Office of Special Education Programs supports projects to improve and enhance services that are provided by state and local education agencies to children and youth who are deaf-blind. This is done through a program of grant awards that address technical assistance, research, development, pre-service and in-service training, and parental involvement activities.

Charles Free man
400 Mary land Ave
Washington, DC 20202-2550

Phone: (202) 245-7347
Fax: (202) 205-8971
TTY: (202) 205-9172 -D8170
Web: www.ed.gov/offices/OSERS/OSEP
Email: charles.freeman@ed.gov

References

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

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

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Deaf-blindness under federal law means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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Emotional & Behaviorally Disturbed Students (EBD)

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Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically

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Spread the loveBehavioral disabilities can be challenging for educators because there seem to be very few aids available. The struggling students can be very disruptive to the classroom experience, making it hard for others to learn. As edtech begins to play a more prominent role in our school districts, teachers may want to consider that assistive technology could help.

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Assistive Technology for Emotional and Behavioral Disorders

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

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On this website, we can find information about some assistive technologies we can use in our classrooms to help students with intellectual disabilities!

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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Apps for Skill Development and Confidence

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Apps for Skill Development and Confidence

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a list of mostly language apps for communication

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The Carmen B. Pingree Autism Center of Learning

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Each year, developers and app creators release new autism apps. These apps are intended to support the autism community, focusing on the social, communication, emotional, language, and organizational needs of children with autism.

Exposure to the right quality autism apps can help a child with autism in several ways. Specifically, high-quality apps can help children gain confidence and assist them in developing skills such as decision making, communication, social interaction, and finding the motivation to improve and learn. In this article, you will learn about some of the best autism apps for kids that are available today.

In 2021, the list of high-quality apps for kids with autism continues to grow. Whether you're looking for an educational app or one that focuses on skill-building, the following apps all have one thing in common - they benefit children with autism, as well as their caregivers.

1.Proloquo2Go
Apple only
If you're interested in the top communication apps for children with autism, in addition to Avaz, Proloquo2Go is one of the best apps to assist nonverbal children with autism. This ACC (Augmentative and Alternative Communication) app can be used as a daily communication tool, supporting the development of key language skills. Being symbol-based, users learn to express themselves through the use of innovative features backed by clinical knowledge and user research. Best of all, the app is completely customizable, allowing you to alter everything from vocabulary to the appearance of the app itself.

2.i Create... Social Skills Stories
Apple Only
The concept of i Create... Social Skills Stories is based on the need for children to learn how to interact in social situations Using a combination of visual, audio, and text to describe an event or skill, stories provide examples of how the user would interact with others in an appropriate manner. The goal is to help users enhance key social skills so that they can apply what they learn to develop new routines. All steps and storylines are customizable, allowing you to import personal photos and unlimited pages to your stories.

3.Speech Blubs 2
Apple + Android
When it comes to educational apps for children with autism, there is no shortage of exceptional options, including Speech Blubs 2 . This "speech learning" app for kids is therapist-approved, allowing children with autism to activate language with fun speech-based activities. While this app is not strictly designed for children with autism, it is intended for any child that is a late-talker. Helping children with autism learn first sounds, words, and sentences, it's no wonder this app won multiple awards, including Mom's Choice Award and techozens.com's "Best and Trusted Speech Therapy App for Kids."

4.Language Therapy for Kids - MITA
Apple + Android
With (out of 5) Apple rating and Android rating, Language Therapy for Kids - MITA from ImagiRation is the first and only language therapy application supported by clinical data. During a 3-year clinical trial of 6,454 children with autism, those who engaged with MITA increased language scores to levels 120% higher than children with similar initial baseline evaluations.

5.Otsimo
Apple + Android
offers special education and speech therapy apps available for and devices. Designed around applied behavior analysis (ABA) and ACC, Otsimo's mission is to help children reach pivotal developmental milestones. With over 50 games to choose from, you can personalize your child's experience to match their unique needs. Progress reports are available so that parents can track progress.

6.ABC Autismo
Android only
Leveraging the foundations of the TEACCH methodology, helps children with autism learn through the power of fun games. Available in English, Portuguese, and Spanish, this app highlights the communication strengths and possible weaknesses of those living on the spectrum. The ultimate goal of this help is to help individuals of any level develop confidence as they build critical skills.

Using Apps to Manage Your Child's Autism

Whether you're seeking assistance with building your child's confidence, growing their skill-set in a subject such as reading or writing or helping them to differentiate between and regulate their emotions, there's a slew of apps that aim to help. Each child on the autism spectrum has unique needs, so pick and choose which sort of autism apps will be most effective at helping you and your child to make progress toward your goals. These nine offerings are solid choices for getting you and your child started on your journey. Feel free to contact us if you need assistance or if you are interested in learning more about our programs for kids with autism!

Additional resources include:

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6 Best Autism Apps For Skill Development and Confidence in 2021

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Your child will benefit from using these specialized autism apps designed specifically for children. Try them for yourself and see how your child's confidence grows.

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Letting Go of Control and Rethinking Support for Autistic Individuals 

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Letting Go of Control and Rethinking Support for Autistic Individuals 

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I think this is a good video to understand those with autism and perhaps change notions that we may have about them. It's important to not try to change autistic individuals to conform to the behavior of the general public/ neurotypical behavior. This video talks about supporting the development of the emotional skills of those with autism.

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Letting Go of Control and Rethinking Support for Autistic Individuals | Amy Laurent | TEDxURI

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This paper includes both technologies and strategies from low tech to high tech.

National Association of Special Education Teachers . (n.d.). Assistive technology for students with autism spectrum disorders . Retrieved February 8, 2022, from https://www.naset.org/fileadmin/user_upload/Autism_Series/Assist_tech/AssistiveTech_for_Students_W_Autism.pdf

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This website shows different types of
assistive technology for those with Autism. It also subcategories based on tech for communication, learning and executive functioning, social skills, sensory challenges, and safety.

Rudy, L. J. (2021, February 8). Overview of assistive technology for autism. Verywell Health. Retrieved February 8, 2022, 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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Assistive technology (AT) includes a huge range of tools that can be helpful or even life-changing for people with autism. Defined under the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Public Law 100-407), AT can be any item that "is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

Types of Assistive Technology for Autism

Assistive technology is usually divided into groups-low-tech, mid-tech, and high-tech. In general:﻿﻿

Low-tech AT includes anything that needs no electricity; think weighted vests, sensory balls, or picture boards.

Mid-tech AT is simple enough to be relatively inexpensive and easy to operate. Examples include battery-operated sensory toys, visual timers, and social skills videos.

High-tech AT is digital technology and can include anything from augmentative communication technology for non-verbal people to robots built to increase social skills in children on the spectrum.

Because people with autism don't have obvious physical disabilities, and many people on the spectrum are verbal, it's easy to forget how helpful assistive technology can be. For people on the autism spectrum, assistive technology can help in many different areas of life including:

Basic communication

Reading, writing, and math

Telling time and managing schedules

Learning and using social skills

Managing sensory challenges

Staying safe

Activities of daily living (managing household chores and self-care)

AT for Communication

One of the most important uses of AT is in providing the means for people on the spectrum to communicate their thoughts and needs.

According to some estimates, as many as 40% of people with autism are non-verbal.﻿﻿ While this number may be an exaggeration, a very large percentage of people on the spectrum have difficulty with verbal communication and virtually all people with autism have at least some difficulty with social communication.

At the low-tech end, there are low-cost, easy-to-use tools such as picture boards and picture cards, including those created by PECS -a highly-regarded organization whose products have been used in schools and by therapists for many years.

At the mid-range, there are apps for both augmentative communication and speech therapy. None of these apps were created specifically for people with autism-after all, there are many reasons why a child or adult might not be able to speak-but they are extremely useful and cost-efficient for someone who is unable to use expressive speech effectively.

Two examples of speech-generating apps include:

Proloquo2Go by Assistiveware, which features over 10,000 words, is easy to customize for physical or cognitive needs and can be used in many different languages. Compatible with iOS; costs about $250.

TouchChat HD by Prentke Romich Company, which provides English and Spanish options and allows the user to choose a voice that fits their personality. Compatible with iOS; costs about $150.

Apps for speech therapy are intended not only to substitute for the human voice but are also to help build speech and language skills. Two highly regarded options include Articulation Station and LAMP Words for Life.

AT for Learning and Executive Functioning

According to Autism Speaks, "31% of children with ASD have an intellectual disability (intelligence quotient [IQ] <70) with significant challenges in daily function, 25% are in the borderline range (IQ 71-85)."﻿﻿

More than 30% are diagnosed with attention deficit hyperactivity disorder (ADHD) and up to 40% experience some level of anxiety. These issues, added to the core symptoms of autism (which include speech, social, and sensory challenges) create some significant issues in school and in the workplace.

Most significant are:

Difficulties with processing spoken and written language (including challenges with some types of math such as word problems)

Sensory challenges that can make fluorescent lights, buzzers, and other ordinary noises painful and sitting still particularly difficult

Executive functioning difficulties making it hard to manage schedules, stay on task, and plan projects

Assistive technology can help with all of these issues, whether at school, at home, or in the workplace.

Low-tech options for handling sensory issues include simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks.

For executive functioning, ordinary written planners, color-coded schedules, and visual reminders can all make a positive difference. Most children with autism do best with hands-on and visual learning, so manipulatives like Cuisenaire rods (which are also available in virtual form) and alphabet blocks are good choices for teaching academic skills.

Mid-range options are easily available and relatively low-cost. Some examples include watches with alarms, visual timers, sound-blocking headphones, and calculators.

For many people with autism, audiobooks and recordings can be a great way to replay lectures or instructions. Because many people with autism are very visual learners, videos can be a good alternative to written books or spoken lectures.

At the high end, there are many types of software and apps that are intended to help visual learners think, write, and communicate.

Some are intended for the general market; these include mind mapping software like Lucidchart which are used to make connections among apparently disparate ideas and turn those connections into usable outlines and other products.

Speech to text software can also be useful, as can tools specifically created for students with learning disabilities. Examples include LiveScribe and Dragon Home.

AT for Social Skills and Communication

People with autism are very different from one another, but all share difficulties with social skills and social communication. For some, the challenges are relatively subtle; for others, even basic human interaction can be a struggle. Fortunately, there is a vast range of assistive technologies to help with these issues-some of which are very high tech.

At the basic, low-tech level, an industry has arisen around teaching children with autism (and adults with more severe challenges) to prepare for and manage new or complex social situations. Among the most popular are:

Social stories: These short, simple, visual stories were first developed by Carol Gray and are used to prepare people with autism to think and behave appropriately in any situation. There are pre-existing social stories for common situations such as getting a hair cut or going to the dentist; therapists and parents can also write and illustrate customized social stories for unique situations such as starting a new school.

Social skills cards and games: Many specialized companies have created cards and games to help build social skills. There are social skills games similar to Chutes and Ladders created to reinforce empathy; Uno cards focused on feelings; and dice games that are intended to reinforce social communication skills.

Mid-level technology for social skills focuses largely on video modeling and apps (though many video games intended for preschoolers focus on social-emotional concepts).

Video modeling is a tried and true technique for teaching social skills, and companies like Model Me Kids are dedicated to creating videos to teach everything from polite greetings to joining a conversation to asking someone out on a date.

Apps are more interactive and can allow learners to select areas of interest and actually practice their skills and receive feedback. The Social Express is a social skills tool for middle school learners with autism and related disorders.

Social skills teaching at the high end is truly techie-and can be extremely expensive. That's because the goal is to create interactive artificial intelligence and robots that can literally take the place of human beings.

These tools are being used to help both children and adults build social skills in a risk-free, highly-interactive, and very intriguing way-and preliminary research is encouraging. A few of the more advanced projects along these lines include:

Kiwi, a "socially assistive robot" created by a team of researchers from the University of Southern California that teaches autistic children both how to do math and socialize.

QTrobot, created by a company at the University of Luxembourg, which is intended to "increase children's willingness to interact with human therapists, and decrease discomfort during therapy sessions."

Human-shaped robots created at MIT to help develop social skills and empathy in children with autism.

AT for Sensory Challenges

Sensory challenges in people with autism can result in over- or under-responsiveness to sensory input. In other words, people with autism may under-react to physical injury but find school buzzers to be painful.

Sensory therapists seek to "regulate" the sensory systems using assistive technology while teachers, parents, and adults with autism tend to look for tools to deaden sound and calm the nervous system.

Most adaptive technology for sensory challenges is low or medium-tech. Therapists may use trampolines, swings, brushes, balls, and similar tools to help over-responsive sensory systems become less sensitive.

Classroom teachers and paraprofessionals often use noise-canceling headphones, weighted vests, and tinted glasses to help students avoid excessive sound and light. To calm the nervous system, teachers and parents may use ball pits, weighted blankets and vests, or "squeeze machines" to provide tactile input.

Apps are commonly used for sensory "breaks." These tend to be simple tools that allow you to do things like pop bubbles, meditate, follow images with your eyes, or play repetitive music. While not necessarily created for people on the spectrum, such apps can be very helpful. A few such apps include:

AT for Safety

Many children with autism, and some adults with more severe autism, are at risk for eloping (running away). Children with autism can be very good at manipulating locks, and even "babyproofing" may not be enough to keep them indoors.

Thus, in addition to ordinary door chains, baby gates, and latches, many families (and some group homes and schools) use ID bracelets and tracking devices to maintain safety.

There are a number of companies that produce ID bracelets, tags, cards, and trackers. They provide name, address, and contact info and, in some cases, automatically connect with first responders. All are quite similar, however, and the choice depends on your level of need and your budget

A few companies that make such products include:

A Word from Verywell

While it's easy to spend a great deal of money on AT for children and adults with autism, it is rarely necessary. Most items required for schoolchildren can be requested through and paid for by either the school district or health insurance.

Even the most expensive apps cost only a few hundred dollars. And AT that is used for ordinary activities of daily life-paying bills, making grocery lists, keeping track of time, communicating with others-can often be bought at the stationery store (or the app store) for just a few dollars.

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Overview of Assistive Technology for Autism

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Assistive technology (AT) includes a huge range of tools that can be helpful or even life-changing for people with autism. Defined under the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Public Law 100-407), AT can be any item that "is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

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https://www.perkins.org/10-little-known-facts-about-blindness/

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Skip to content

Do you think you know everything there is to know about blindness? Think again. Did you know, for example, that the divorce rate for people who are blind is only one-third the rate for Americans in general? Or that people who are blind are more apt to have nightmares than people with sight? Here are some surprising facts and figures about the complex world of blindness.

1. There are different degrees of blindness. Someone can be legally blind but still see colors, shapes and varying degrees of light. In fact, only about 10-15 percent of people who are blind see nothing at all.

2. Anne Sullivan is known worldwide as the teacher and companion to Helen Keller. However, many don't know that Sullivan herself was visually impaired. An eye infection left her nearly blind at the age of 8, although she later regained some vision after a series of operations.

3. You might walk by someone who is visually impaired and not know it - fewer than 2 percent of visually impaired people use a white cane to navigate. The rest use guide dogs or nothing at all.

4. Surprisingly, 80 percent of vision problems worldwide could be avoided or even cured with prompt medical care and regular eye examinations. In particular, a leading cause of blindness among adults over 50 is cataracts, which are treatable with surgery. Organizations like the World Health Organization are working to eliminate causes of avoidable blindness in developing countries.

5. People who are blind are just as likely as anyone else to experience vivid dreams while sleeping. The difference is that their dreams are dominated by sounds, smells and tastes. A Danish study also suggests that people who are blind must endure significantly more nightmares than their sighted counterparts.

6. One of the greatest ballerinas of all time relied on strategically placed spotlights to find her way around the stage. Alicia Alonso lost sight in both of her eyes at the age of 19 but continued to perform in her native Cuba and all over the world into her late 70s.

7. Guide dogs can't tell whether a traffic light is green or red or if it changes color. A person who is blind or visually impaired uses audible cues like traffic noise to determine when they think it is safe to cross, and then signals their dog to move forward. If a car is coming, the dog will refuse to obey the command.

8. As many as 70 percent of people who are blind in the United States experience non-24-hour sleep-wake disorder - a condition where a person's circadian rhythm is out of alignment with conventional sleep schedules, causing insomnia at night or the urge to sleep during the day.

9. People who are blind are often better at identifying aromas than their sighted peers. Studies have refuted the age-old myth that blindness sharpens other senses, but researchers believe that people who are blind pay more attention to how an object smells and devote more cognitive energy toward cataloguing that information.

10. People who are blind are often lucky in love - 65 percent of Americans who are blind are married or live with a partner and only 16.5 percent have divorced.

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10 little-known facts about blindness - Perkins School for the Blind

# data[].attributes.attachment_link.description
Skip to content Do you think you know everything there is to know about blindness? Think again. Did you know, for example, that the divorce rate for people who are blind is only one-third the rate for Americans in general? Or that people who are blind are more apt to have nightmares than people with sight?

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Utilization and barriers of assistive technology on students with mental retardation.

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Utilization and barriers of assistive technology on students with mental retardation.

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Here is a very interesting study on mental retardation in which they conducted a survey to find out the degree to which students with mental retardation use assistive technology.