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Incidence: Low

Assistive Technology: It is divided as follows

Movement: Specialised wheelchairs, seats, tables, and other devices that allow the learner to physically access and work in their learning space.

Accessive: These allow the learner to access their learnings in a comfortable way. These include speech recognition software, Neurometetrs, Augmentative Devices (Joystick-based controls, eye and head trackers, neural-based prosthetics, etc.), and alternate communication devices (speech generator, alternative input devices, speech recognition devices, etc.).

Ideas for other accommodations:

Physical arrangement of the classroom to ensure students have no issue with mobility and visibility in the learning space.

Time Management: Learning can often be slower and more complex for the learner. Extended time should be accounted for while teaching learners with orthopedic impairments.

Inclusion should be the focus. The focus of the class should be the learner, not their disability. The whole class should be involved in working with the learner.

Activities that help the learner with their motor skills should be encouraged.

References:

Orthapedic-impairments. (n.d.). Http://Www.Projectidealonline.Org. Retrieved October 17, 2021, from http://www.projectidealonline.org/v/orthopedic-impairments/

LaRose, Thoron, Colclasure (2016). Teaching Students with Disabilities: Orthopedic Impairment. Publons.Com, https://edis.ifas.ufl.edu/pdf/WC/WC26200.pdf. https://edis.ifas.ufl.edu/pdf/WC/WC26200.pdf

What is Orthapedic Impairment. (n.d.). Verywellfamily.Com. Retrieved October 17, 2021, from https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506

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Incidence: Low (2% Worldwide, 0.2% worldwide is severe)
Assistive Technology:

Primary Aid Device: Hearing Aids/Cochlear Ear Implants greatly assist in increasing listening abilities in several students.

Braille Translator and Printer: Helps generate text to braille that is utilized by the learner.

Screen reader and enlarger (built-in with most devices) can be utilized based on the learners' abilities.

Adaptive devices include a Braille display(for connecting to computers), Optical Character Readers, and a Braille writer.

Telecommunication Device for the Deaf (TDD) includes specialised smartphones and tablets that are utilized to provide braille and aural input and output for the learners.

Ideas for other accommodations:

Student lead learning: Ensure the learner has total control over the volume and pace of learning.

Response time: Processing can be slower by the learner. The teacher should account for slower response time while planning for the classroom.

Touch-based cues: For learners with moderate to severe deaf-blindness, touch-based communication is crucial. The teacher needs to establish all cues for the learner at the beginning. The student should know what touch cue equals which instruction in the class.

Sign Language: Sign language can be utilized based on the learners' ability to read visual cues.

Tadoma Language: In severe cases, the Tadoma technique is used. It involves the learner using their hands on the speaker's face and throat to identify what is being communicated to them.

References:

Deaf-blind. Teaching Students with Visual Impairments. (n.d.). Retrieved October 17, 2021, from https://www.teachingvisuallyimpaired.com/deaf-blind.html.

Deaf-Blindness. (n.d.). Project IDEAL. Retrieved October 17, 2021, from http://www.projectidealonline.org/v/deaf-blindness/

Understanding deafblindness | Sense International. (n.d.). Senseinternational.Org.Uk. Retrieved October 17, 2021, from https://senseinternational.org.uk/what-we-do/understanding-deafblindness/

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Incidence: low (mental retardation) to high
(below average functioning IQ <55-70>)

Assistive Technology:

Audible: can help students that have difficulty with reading

Co:writer Universal: can help people with intellectual disabilities write

Draft:Builder- used for writing, offers TTS, graphic organizers, bibliography tool, and dictionary (for STs w/ mild intellectual disability)

Ginger: can help students with writing, provide definitions, check spelling & grammar, word definitions, etc.

Inspiration: can be used to mind map or to make graphic organizers.

Math Talk: good for students that have difficulty with fine motor skills, offers TTS, help organizing thinking.

Smart phones: may help students with mild-to-moderate intellectual disability

T ext-to-Speech (TTS): can help students that have difficulty reading standard print.

VisionBoard KeyBoard: can help students that have difficulty with fine motor skills.

Ideas for Other Accommodations:

Alternative Assessments

Behavioral Management System: set rules, consequences, and rules to shape behavior and expectations

Create Opportunities for Social Interaction: allows for peer interaction and learning

Classroom Environment: seating changes, resource availability, etc.

Differentiation/Differentiated Instruction

Graphic Organizers- can help organize thoughts

Proximity Control – being near a student can be calming and help refocus attention

References from Sources Not Linked:
AHRC New York (2021). Glossary of Special Education Terms.  https://schools.ahrcnyc.org/parent-resources/glossary-of-common-special-education-terms/
Assistive Resource Technology Genie. (2021). High and Low Incidence Disabilities https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html
Inclusion Resources. (2021). Disability Categories Under IDEA https://sites.google.com/site/inclusionresourcenotebook/disability-areas
Young, Gabrielle. (2014). Assistive Technology for Students with Learning Disabilities. https://www.ldatschool.ca/assistive-technology/

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Incidence: low

Assistive Technology:

Assistive Listening Systems: auxiliary aid to help access and enhance understanding of speech

Open Market Video Calling Software: : Skype, Facetime, Fuze, etc.

Online Learning: online web portals, blogs, web chat, email, video lectures, etc. Around 75% of K–12 schools offer blended‐learning programs.

Speech-to-Text Services:  3 main systems are used: (a) CART, (b) C-Print, and (c) TypeWell.

Text Telephone (TTY): student and teacher can type back and forth over a phone line to each other in real time.

Videophone: like TTY, but student and teacher can see each other; only available to deaf individuals.

Video Relay Services (VRS): use onsite (poss. in a UDL setting) or remotely.

Ideas for Other Accommodations:

Captions: closed, subtitles, (link) etc.

Note Taking: regarded as an “auxiliary aid” as defined by Section 504, but not a replacement for other accommodations nor a substitute for attending class.

Sign Language Interpreter: ASL,  transliteration, tactile interpretation, oral transliteration, etc.

Tutoring: can be used onsite, peer tutoring preferable, or remotely.

Universal Design for Learning: auditory information is provided in visual form (ex: closed captioning; transcripts for students to read, alternative assessments, classroom arrangement, diverse delivery methods of instruction, differentiation, etc).

References from other sources not linked:
AHRC New York (2021). Glossary of Special Education Terms.  https://schools.ahrcnyc.org/parent-resources/glossary-of-common-special-education-terms/
Assistive Resource Technology Genie. (2021). High and Low Incidence Disabilities https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html
Stanberry, Kristin, et al. (2007). Assistive Technology for Kids with a Learning Disability: an Overview. https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
Young, Gabrielle. (2014). Assistive Technology for Students with Learning Disabilities. https://www.ldatschool.ca/assistive-technology/

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INCIDENCE: Low. US Department of Education data suggets that students with moderate to severe visual impairment comprise >0.5% of children ages 6 through 21.

ASSISTIVE TECHNOLOGY:

Tactile manipulatives - in Mathematics and STEM courses, these manipulatives allow students to experience complex concepts through manipulation and exploration of the object. This category can include counting tools, poseable geometric shapes, braille labeled figures, among others.

Braille texts and labeling devices - For students with severe impairment, braille texts can offer them the chance to engage with the same texts that other students are using.

Adaptive calculators - These devices have tactile or braille keys, enlarged digital readouts or options to connect to a screen or television.

Desktop magnifier applications - These applications can allow students with limited visual impairment to utilize websites, word processing applications and other software applications.

Enlarged Text - For students with moderate visual impairment, enlarged text can offer students an opportunity to engage with

IDEAS for OTHER ACCOMMODATIONS:

Partnering with a group of peers to exchange notes via messaging app, so students can utilize text-to-speech programs to catch additional elements of a lecture that they may have missed.

Audio descriptions of visual aids to supplement students' knowledge with rich descriptors of visual aids

Repeat oral instructions one-on-one and ensure that any written instructions are available as digital text to be used with assistive technology

REFERENCES apart from linked sites:

Facts from NLTS2: Orientation and mobility skills of secondary school students with visual impairments. Institute of Education Sciences (IES) Home Page, a part of the U.S. Department of Education. (n.d.). Retrieved October 9, 2021, from https://ies.ed.gov/ncser/pubs/20083007/.

A resource guide to assistive technology for students with Visual Impairment. Retrieved October 9, 2021, from https://qiat.org/docs/resourcebank/TEBO_VI_Resource_Guide.pdf.

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INCIDENCE: Low to moderate based on age group and severity. The US CDC estimates range from <0.1% of children based on parent reporting data. The CDC's reported up to 14.9% of children aged 6-19 years experienced a hearing loss of at least 16 decibels in one or both ears, based on a national survey paired with testing. A review of records from health and education sources focused on students with severe hearing impairment found that 1.4% of students, age 8, experienced a hearing loss of 40 or more decibels.

ASSISTIVE TECHNOLOGY:

Personal FM or IR radio systems - these wireless devices send audio from a microphone to a pair of headphones via a receiver worn by the student. Devices are available which use either short-range radio or infrared transmission.

Captioning services for video or audio media

Speech-to-Text software to record lectures and group discussions

IDEAS for OTHER ACCOMMODATIONS:

Classroom ASL interpreters for students who are fluent in ASL may be useful to allow on-the-spot communication when assistive technology is unavailable or inefficient

Mobile phone messaging apps are a common place tool with which students are already familiar.

Multimedia communication platforms such as Google Classroom, Microsoft Teams, or Discord allow for students to combine the benefits of personal communication systems, speech-to-text, media sharing and messaging platforms

Peer support from a partner who supplements assignment materials with additional notes

REFERENCES apart from linked sites:

Centers for Disease Control and Prevention. (2020, June 8). Data and statistics about hearing loss in children. Centers for Disease Control and Prevention. Retrieved October 12, 2021, from https://www.cdc.gov/ncbddd/hearingloss/data.html.

Assistive technology in the classroom for deaf and hard of Hearing. Retrieved October 9, 2021, from https://www.cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-Classroom.pdf.

Callahan, G. (2021, March 9). Teaching methods & strategies for students with hearing loss. Rev. Retrieved October 13, 2021, from https://www.rev.com/blog/instructional-teaching-strategies-for-students-with-hearing-loss.

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This article is the second in a three-part series on teaching strategies for students with disabilities. Find the other entries below: Part 1: Teaching Methods & Strategies for Students with Autism
Part 3:Teaching Methods & Strategies for Students with Dyslexia
These various accommodations can be extremely effective for students with hearing differences, so let's dive into the many ways educators and caregivers can support these learners.

Key strategies teachers can use to empower students with hearing loss

With the onset of mass remote learning for many students, reaching children with learning differences has become more challenging in many ways. Teachers are juggling entirely new instructional formats for which they weren't trained or prepared.

However, there are more tools available than ever before to support students with hearing loss. From new technology that allows for improved real-time comprehension to classic in-person supports that educators can leverage, there's a great deal that can and should be done to level the playing field for all students.

Here are some key examples:

Classroom aides/ASL interpreters

There's just no substitute for a dedicated assistant that can support students with hearing loss. Assistants can help with everyday activities like translating oral communication into sign language, and taking notes. Remember that students with hearing loss must focus intently on the speaker or interpreter during class, which can make note-taking and other comprehension tasks challenging in the moment.

Captions for video

Recordings + live captions

Transcripts

Peer support

Ask hearing students to take turns as note-takers. Then distribute written notes to students who experience hearing loss.

Reduce background noise

Work to minimize background noise for students with hearing impairments since they can be more sensitive to and distracted by such noises.

Wear a clear mask

At a time when some schools are using hybrid learning models and classes are meeting face-to-face, facemasks are a necessity. When possible, educators should strive to wear clear masks that allow students with hearing loss to better understand oral communication along with visual cues and other body language signals. Many of these students rely on reading lips and facial expressions, much more so than hearing students. Don't take that tool out of their toolbox.

Basic instructional changes

Make sure you have students' attention before speaking and face students directly while talking. Speak slowly and slightly louder (but not shouting) and use your hands and body language. Lastly, provide extra written and visual resources to back up verbal instruction.

Use a sound-field FM system

With this system, a teacher wears a microphone and amplifies their voice using a speaker. All students in the classroom benefit from better audio presentations and teachers are able to conserve their voices using this tool.

Employ educational audiologists

An expert in classroom acoustics can really help teachers reach students with hearing impairments. An educational audiologist can advise educators on how to develop a classroom setting that empowers students with hearing loss.

Best practices for students with hearing impairments benefits the whole class

Whether your school is able to hire full- or part-time ASL interpreters or invest in speech-to-text services, there are a wide array of accommodations that should be taken into account when it comes to supporting deaf and hard of hearing students.

Hearing loss of any sort does not need not be a barrier for these students. The good news is that these accommodations only serve to enrich the educational experience for all students-hearing included. These tools give them a number of new angles to access educational content while also teaching them empathy and collaboration skills as they participate in supporting their peers with hearing loss.

There are plenty of teaching strategies that allow all students-not just those experiencing hearing loss-to meaningfully participate in educational settings. From alternative forms of assessment to live-captioning technology, the goal is to provide an equal footing so that students coming from different backgrounds can all succeed.

Every student deserves to feel included and get a fair shot at showing what they've learned. Reasonable accommodations for students with hearing loss make that more possible.

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Teaching Methods & Strategies for Students with Hearing Loss - Rev

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This article is the second in a three-part series on teaching strategies for students with disabilities. Find the other entries below: Part 1: Teaching Methods & Strategies for Students with Autism Part 3:Teaching Methods & Strategies for Students with Dyslexia These various accommodations can be extremely effective for students with hearing differences, so let's dive into the many ways educators and caregivers can support these learners.

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INCIDENCE: High (if we consider ADHD)

This category includes chronic or acute health problems that affect a child’s educational performance: asthma, attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poising, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome.

It is the sub-category of attention deficit hyperactivity disorder (AD/HD) that will mostly impact the child’s educational performance and has a high incidence.

ASSISTIVE TECHNOLOGY:

For students with AD/HD there are no specific technological devices that are recommended. These are the tech devices that might help:

·      Notebooks and dividers can be utilized to record and organize classroom tasks and homework

·      Personal digital assistants

·      Dictating machines

·      Specifically, here are some of the best assistive technologies for AD/HD students:  DropTask, Wunderlist, MindX, Learning Ally, Ghotit Real Writer and Reader, Isolator, Time Timer, Wizcom Tech Pen

For all the other types of health impairment referred to above, most students can use the same technology that is used by all the other normally developed students.

OTHER ACCOMMODATIONS:

For AD/HD students will benefit from the following:

·      Allow extra time to complete a task

·      Teach organizational skills

·      Simplify an activity by breaking it down into steps

·      Be consistent with routines and schedules

·      Seat the student near the teacher

·      Seat the student away from other situations that can distract them

·      Work individually with the student to create a goal and an action plan to achieve their goals

·      Monitor the student’s commitment to the goal

REFERENCES apart from linked sites:

DISABILITY Credit Canada. (n.d.). 10 Best Assistive Technologies for ADD/ADHD. Retrieved October 14, 2021, from https://disabilitycreditcanada.com/10-best-assistive-technologies-add-adhd/

IDEA Individuals with Disabilities Education Act. (n.d.). Sec. 300.8 (c). Retrieved October 11, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c

ProjectIDEAL (n.d.). Other Health Impairments. Retrieved October 13, 2021, from http://www.projectidealonline.org/v/health-impairments/

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Incidence: Low Incidence

Most students with orthopedic impairments have no issues related to their cognitive or language learning. However, those with neuromotor impairments have a higher incidence of additional impairments.

Assistive Technology:

Speech recognition software for those with neuromotor impairment.

Alternative keyboards and mice for students who cannot use their hands and arms freely.

Screen reading software (neuromotor)

Augmentative and alternative communication (ACC) devices (such as communication boards) (neuromotor)

Academic software packages for students with disabilities

Sevices for mobility and positioning such as canes, wheelchairs, crutches, special tables and chairs, etc.

Ideas for other accommodations:

Special seating arrangements for better movement and posture

Teacher’s awareness of the student’s condition and its affect, giving extended time to complete assignments, providing note-taking assistance, and so on.

Instruction focused on development of gross and fine motor skills.

Physical therapy sessions or other therapies to help develop various skills.

Utilizing technology to make education available to the student anywhere.

Reference:

Orthopedic Impairment Characteristics - Classroom Modifications & Assisstive Technology. (2010, May 14). Bright Hub Education. https://www.brighthubeducation.com/special-ed-physical-disabilities/71266-common-classroom-modifications-for-students-with-orthopedic-impairments/

Orthopedic Impairments. (n.d.). Project IDEAL. Retrieved October 12, 2021, from http://www.projectidealonline.org/v/orthopedic-impairments/

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Incidence: High Incidence

Assistive Technology:

Augmentative or alternative communication (AAC) — devices using symbols, strategies, visual aids, etc, to improve communication. They come in many different forms depending on the age and the severity of the condition. Examples: 1) communication boards (manual or electric) with many choices are given to the student to express themselves. 2) digital storybooks

Computer software/programs/apps designed to help with speech and language development through games and practicing the sounds, sentences, and phrases.

Speech assistant equipment such as speech amplifiers and text-to-speech software/device.

Ideas for other accommodations:

Receiving language therapy from a speech-language therapist.

Provide as much text and speech assistance in class, such as giving assignments both orally and written, giving copies of class notes, etc.

Implementing and integrating various teaching methods that stimulate different senses. Using graphic organizers can also be useful in helping students organize and understand various language concepts.

Ensure that the student has a way of expressing his thoughts or needs.

Reference:

Lynch, M. (2020, November 8). Reasons e-learning is Perfect for Introverted Students. The Tech Edvocate. https://www.thetechedvocate.org/assistive-technology-to-help-students-with-articulation-disorder-succeed-academically/

Speech Or Language Impairments. (n.d.). Project IDEAL. Retrieved October 12, 2021, from http://www.projectidealonline.org/v/speech-language-impairments/

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Incidence: Low Incidence??

Assistive Technology:

Creating visuals

Use schedules as a way for the students to see what is expected to happen and what they are supposed to do. Incorporating signals and timers can also be helpful.

“Token economy” is positive and effective reinforcement for students with autism, where a student earns tokens for completing a task or displaying good behaviors.

Speech-generating apps/devices can be useful for students who cannot use expressive speech well.

Social stories, skills cards and games to help build social skills.

Simple tools like stress balls, worry beads, weighted vests or blankets,  standing desks, etc, to help reduce anxiety and increase focus.

Ideas for other accommodations:

Create structure and routine in the classroom and make sure to speak more clearly. It is important to create an environment where the student feels safe and fully understands the tasks.

“Shaping” — by breaking down a task into smaller parts, the teacher gradually trains/shapes the student towards a desired behavior or skill.

Reference:

Dalphonse, A. (2020, March 27). How to Teach Your Autistic Child: 5 Strategies that Really Work! Accessible ABA. https://accessibleaba.com/blog/teach-autistic-child

Overview of Assistive Technology for Autism. (2021, February 8). Verywell Health. https://www.verywellhealth.com/assistive-technology-for-autism-5076159

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Students with traumatic brain injuries (TBI) High incidence.

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Students with traumatic brain injuries (TBI) High incidence.

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Assistive technology for TBI.
Students with TBI have cognitive, psychosocial and physical disabilities which can limit their learning.
Here are some of the many external devices and cues used to assist TBI students

1.  Allow students to use a tape recorder

2. Augmentative communication devices

3. Have the student to use Electronic spellers

4. Timers or alarms to give them reminders or cues

5. Post it notes are another great way they can remember things

6. Pictures and photographs to give them visual aid.

7. Planners or visual diaries can help the student with their daily routines.

8. Journals or memory notebook for them to add something to each day.

There is a vast amount of cognitive defects that a student with TBI can have. Usually a neuropsychological survey is done so that both parents and teachers know how to better accommodate the students needs.

Breaking down big concepts, using visuals, and having consistent behavior management in the classroom (and across all classes where possible) are some basic examples of ways teachers can support all students (not only those approved for learning support services). More individualized approaches can be implemented through a student's ILP (individual learning plan), which will outline specific accommodations and/or modifications that classroom teachers can use to better support a particular student with TBI

Ideas for other accommodations to improve concentration include:

Allow the student to sit close to the teacher.

Teach in small groups to avoid distractions.

Schedule classes when the student's attention is at its best.

Provide repetition of instruction.

References

https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries

https://www.brainline.org/article/behavioral-considerations-associated-brain-injury

https://www.brighthubeducation.com/special-ed-inclusion-strategies/63421-accommodations-and-teaching-strategies-for-traumatic-brain-injury-tbi-students/#accommodations-and-teaching-strategies

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INCIDENCE: Low incidence?
ASSISTIVE TECHNOLOGY:

Adaptive Equipment to Promote Literacy

This allows students with multiple disabilities to participate in literacy activities (reading and writing). Many companies provide a variety of adaptive aids, including hardware, software, communication devices, and resources for educators and parents (Cushman, 2012). These are some options of companies that have adaptive equipment for students with multiple disabilities: AbleNet, Adapted Stories, Duxbury Systems, Hatch, Clicker5, Laureate

Adaptive equipment includes any technological device that helps children with multiple disabilities and allows them to interact with their environment (Stasolla, F.). This type of technology will amplify a minimum behavior (e.g., a slight turn of the head, a small movement of the hand, eye blink) from a child with profound multiple disabilities to be able to communicate with the outside world.

These are some other types of technology that help students with multiple disabilities:

IntelliTools: this technology allows students to combine multimedia modeling, animation, and auditory support.

IntelliKeys: it’s a special keyboard for students that can’t use a traditional keyboard.

Clicker5: students can write sentences by selecting words, phrases, and pictures.

OTHER ACCOMMODATIONS:

It is essential that positive participation of the users is promoted and that the technology is integrated with traditional interventions such as physiotherapy, speech, and stimulation sessions (Stasolla, 2015). An important consideration is always to gather the endorsement of the experts in the area. These experts include psychologists, parents, teachers, and caregivers.

REFERENCES apart from linked sites:

Cushman, C. (2012, Mar 24). Adaptative Equipment to Promote Literacy. Paths to Literacy. https://www.pathstoliteracy.org/technology/adaptive-equipment-promote-literacy.

Stasolla, F. (2015). Assistive Technology for Children with Multiple Disabilities. International Journal of Psychology and Psychoanalysis 2015, 1:1.

Paths to Literacy. (n.d.). Technology for Students with Multiple Disabilities. Retrieved October 12, 2021, from https://www.pathstoliteracy.org/technology-students-multiple-disabilities

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INCIDENCE: High incidence?????
ASSISTIVE TECHNOLOGY:

Text-to-speech (helps with reading) and apps featuring annotative functions such as Free Books

Speech-to-text (helps with writing) is available on most platforms, including Google docs

Talking word processors (helps with verbal instructions)

Graphic Organizers such as the Inspiration site (helps with visualization of ideas and helps students feel less overwhelmed by writing)

Word prediction (for students with physical disabilities that make typing difficult)

Cue cards (helps with speaking)

Graphing calculators and/or other more specific types of calculators (helps with math) that convert fractions to decimals, to visuals, etc.

Digital math programs approved by the US Ministry of Education (helps with math), including the one my school uses (ixl.com)

IDEAS for OTHER ACCOMMODATIONS:

Modifying written tasks to become more verbal (using platforms such as Flipgrid, or apps like Audacity) or visual (using blogs, infographics and posters on Canva, photo-caption stories on sites like Prezi)

I had a friend who had dyscalculia and math-specific logic struggles, yet could use impeccable logic in his philosophy-equivalent of my math course. It's hard to say whether he was less comfortable with the mathematical framework and/or had anxiety / other EBD surrounding math related to dyscalculia, but I started reframing and renaming, telling math content as stories, extended metaphors, and analogies, and starting from different approaches and in doing so, helped him understand college level math

REFERENCES apart from linked sites:

Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children. Plus, 4(1) Article 4. Retrieved October 11, 2021 from http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4

Young, G., & MacCormack, J. (2018, May 4). Assistive technology for students with learning disabilities. Assistive Technology for Students with Learning Disabilities. Retrieved October 11, 2021, from https://www.ldatschool.ca/assistive-technology/.

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Emotional and Behavioral Disturbance (EBD)

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Emotional and Behavioral Disturbance (EBD)

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INCIDENCE: High incidence
ASSISTIVE TECHNOLOGY:
- Purpose - to eliminate complexities, therefore frustrations and in turn triggers of behavior, in the process of completing assignments for students with EBD

For students with specific triggers linked to reading, writing, mathematics, etc., strategies mentioned in "Specific Learning Disability" may be helpful in reducing frustrations

Tracking time with a stopwatch, or with tools that provide redirection for full focus on academic task by eliminating distraction or frustration of time management (tracking)

Microsoft Excel: enter performance data for immediate visual display (for tracking)

Audio cue / prompting tools (to assist with self-regulation)

Resources that promote social learning

IDEAS for OTHER ACCOMMODATIONS:

Rules, routines, and reminders: Personal experience - when I subbed for 2.5 months of middle school math, I mainly taught a grade level with very high records of behavioral incidents since their 4th grade year. My modified slides that repetitively emphasized three simple rules / routines helped.

Apart from the default taking notes / doing worksheets during classmate + teacher lectures, I gave students the option of formally lecturing classmates (using my slides), answering classmate questions, making sure classmates are taking notes / completing problems (while they're only required to complete half of the problems) for formative work. Students on the radar for EBD chose this and did an outstanding job.

Maybe this is something that can work with most students, but asking students what they prefer through guiding questions helps them build self-awareness and helps them take ownership of their own learning by giving them a voice with support and guidance.

REFERENCES apart from linked sites:

Loveless, B. (n.d.). Emotional and behavioral disorders in the classroom. Emotional and Behavioral Disorders in the Classroom. Retrieved October 11, 2021, from https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html

Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children. Plus, 4(1) Article 4. Retrieved October 11, 2021 from http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4