# data[].attributes.body
Vote:
High incidence: KM, KA
Low Incidence: JS, SL, MR,PS, SR, SN, JC
Current consensus with 6 votes: 16% high incidence
83% low incidence

In the world, 1 out of 270 people have autism. We refer to autism as the group of conditions that show challenges with social skills, repetitive behaviors, speech and nonverbal communication.

In order to help students with ASD, there are different assistive technologies that we can use.

Low tech:  For communication, teachers can use picture boards and picture cards, as most of people with ASD have issues with verbal communication. For learning they could use written planners and visual reminders, as well as tools that reduce anxiety like stress balls or standing desks.

Mid tech: For communication, they could use apps for speech therapy like Proloquo2go, although they can be a bit expensive. For learning, they could use audiobooks or recordings to review the lessons at home. And for social skills, there are some video games that challenge them and teach them.

High tech: There are several devices for  Augmentative and alternative communication (AAC) or Speech-generating devices that could be very expensive, but that they are proven to be effective in helping them improve their communication and social skills.

As for the teaching strategies for students with ASD, teachers could:
-Give simple and straight-forward information: the language used by the teacher should be as simple as possible and supported with visual aid if possible.
-Keep choices limited (two or three max.): to avoid confusion and feeling overwhelmed. That would help students make decisions.
-Use gentle tone and language: both when it comes to instruction or criticism, it would be helpful to refer to them as gentle as possible so they don´t reject information.
- Use positive reinforcement to focus on changing skills and behaviors.

Rudy, L. (2021, February 08). Overview of assistive technology for autism. Retrieved April 08, 2021, from https://www.verywellhealth.com/assistive-technology-for-autism-5076159

Saint Joseph University. (2021). Techniques for Teaching Students with Autism Spectrum Disorder. Retrieved 8 April 2021, from https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder

# data[].attributes.body
Vote:
High incidence:
Low Incidence: JS, SL,  MR,PS, SR, KM, KA,SN, JC
Current consensus with 6 votes: 0% high incidence
100% low incidence

Deafblind students often have multiple disabilities that contribute to the condition. Most deafblind people have some degree of vision or hearing remaining. No two deafblind students are exactly the same in their needs and issues.

No tech: A tactile sign language interpreter or "intervenor" can use finger-spelling to communicate class material to the student.

Low tech: Providing class materials in a digital text form allows them to be converted by screen readers and read on braille displays.

High tech: Assistive listening devices and hearing loops can be used by some deafblind people, but not all.

# data[].attributes.attachment_link.title
A Look Inside Perkins Deafblind Classroom

# data[].attributes.body
Vote:
High incidence:
Low Incidence: JS, SL, MR,PS, SR KM, KA,SN, JC
Current consensus with 6 votes: 0% high incidence
100% low incidence

This section mainly focuses on students whose first language is a sign language, and who may not be able to understand spoken information even when amplified.

No tech: A sign language interpreter. Remember to provide the student and interpreter with an outline of lesson content beforehand so they can prepare.

Low tech: In addition to having an interpreter, be sure to use visual aids in class and make sure all videos shown are properly close-captioned (including captioning for sound effects)

High tech: Teachers can use academic transcription software to support deaf students as well as those with other disabilities that make note taking difficult.

# data[].attributes.attachment_link.title
Using Speech-to-Text Assistive Technologies to Support Students

# data[].attributes.body
Vote:
High incidence: KM, KA, JC
Low Incidence: JS, SL, MR,PS, SR,SN
Current consensus with 6 votes: 16% high incidence
83% low incidence

According to Henley & Long (2003), the priorities of the teacher When dealing with students who suffer from Emotional Disturbance are the following:

1. Making learning relevant.
2. Help students establish positive peer relationships.
3. Teach behaviour management skills.
4. Identify & deal with depression.
5. Help students deal with stress.

While there are many assistive technologies to help students with emotional disturbances, here are 2 that I would use in my own classroom.

Low tech: Behaviour Charts → I think it really helps if students can visually see how certain behaviours lead to certain results.

Mid tech: Reminder devices → I have used an app that does this to a certain extent called Classroom Dojo. Teachers can give students formative feedback in real time which makes a pleasant sound when the student receives it, hence acting as a reminder for students to keep up their good behaviour.

Henley, M., & Long, N. (2003). Helping students with emotional problems succeed. Classroom Leadership Online, 7.

# data[].attributes.attachment_link.title
Understanding Assistive Technology: Simply Said

# data[].attributes.body
Vote:
High incidence:
Low Incidence: JS, SL, MR,PS, SR, KA,SN, JC

Current consensus with 5 votes: 0% high incidence
100% low incidence

Low tech: Personal amplification devices for teachers and closed captioning for videos shown in class. Amplification devices are  commonly used by many teachers in Taiwan, but they are probably not a good solution for most students who are hard of hearing, especially in larger classes.

Mid tech: Hearing aids or cochlear implants for students.

High tech:
Assistive Listening Devices can amplify a teacher's voice directly to a student's headphones, hearing aids, or cochlear implants. Farooq (2015) found that students using ALDs showed higher performance than those using hearing aids or cochlear implants alone.

Farooq, M. S., A., & Iftikhar, U. (2015). Learning through Assistive Devices: A Case of Students with Hearing Impairment. Bulletin of Education and Research, 37(1), 1-17.

# data[].attributes.attachment_link.title
Accommodations 101: Assistive Listening Devices

# data[].attributes.body
Vote:
High incidence: JS, ,MR, PS, KM, KA,SN, JC
Low Incidence: SR

Current consensus with 5 votes:
80% high incidence
20% low incidence

Looking at 5% of the population with ADHD, t is the most common childhood behavior in classroom these days. Identified under the Section 504 of the Vocational and Rehabilitation Act of 1973. It is vital that the right tools are in classrooms to assist teachers.

Low tech : Tasks and assignment duration should be brief and to the point to accommodate the child's attention span. on on one instructions and using visual cards to communicate the task. positive reinforcements used motivate accomplishing the task.

Mid tech: reminder devices whether on their phones or vibrating watches. These are simple tools used to help the student with ADHD to stay on task instead of always getting prompted by the teacher and getting embarrassed.

High tech : speech recognition software is really efficient for children with ADHD as they have weak writing skills and they can get really frustrated easily and loose motivation. This software allows them to express them self quickly and efficiently. This can be purchased or downloaded in most tablets.

Abramowitz, A. J., & O'Leary, S. G. (1991). Behavioral interventions for the classroom: Implications for students with ADHD. School Psychology Review, 20, 220-234.
http://www.ldonline.org/article/5911/

https://www.theedadvocate.org/assistive-technology-to-help-children-with-attention-deficit-hyperactivity-disorder-adhd-succeed-academically/

# data[].attributes.body
Vote:
High incidence: KM, KA
Low Incidence: JS, SL, MR,PS, SR,SM, JC

Current consensus with 6 votes: 16% high incidence
83% low incidence

Intellectual disability entails,  "significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance," (Individuals with Disabilities Education Act, 2018).

Provide directions in alternate formats (NCHPAD, 2015). This may include verbal, written, visual, and kinesthetic. Make sure students understand the task at hand.

Provide enough time for students to practice and to master the learning task (NCHPAD, 2015). Students work at various paces, so be mindful that some students may need a more significant amount of time. Furthermore, repeated demonstration of master may be necessary.

Low-Tech

Audible - an audiobook app that allows students to hear text (Community Mainstreaming, 2019)

Co:writer Universal - a speech recognition software with great word prediction capabilities to help students verbally record written text (Community Mainstreaming, 2019)

Mid-Tech

VisionBoard KeyBoard - a keyboard with oversized to help students who may have vision impairment more accurately type for written activities (Community Mainstreaming, 2019)

Inspiration - a graphic organizer software that may aid more visual learners (Community Mainstreaming, 2019)

High-Tech

PXC 550 Wireless - headphones that help to reduce and eliminate certain sounds and noises that may inhibit concentration (Community Mainstreaming, 2019)

References

Community Mainstreaming. (2019, September 17). 7 cool assistive technologies driving accessibility for intellectual disabilities. Retrieved April 10, 2021, from https://communitymainstreaming.org/assistive-technologies/

Individuals with Disabilities Education Act. (2018, May 25). Sec. 300.8 (C). Retrieved April 10, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c

NCPAD (Director). (2015, March 24). Disability awareness: Intellectual disability [Video file]. Retrieved April 10, 2021, from https://www.youtube.com/watch?v=PzPkt9vri3E

# data[].attributes.attachment_link.title
How much do you know about intellectual disabilities? | Matthew Williams | TEDxVancouver

# data[].attributes.body
Vote:
High incidence: KA
Low Incidence: JS, SL, MR,PS, SR, KM,SN, JC

Current consensus with 6 votes: 0% high incidence
100% low incidence

Multiple disabilities are used as a broad term to explain a student who has more than one disability. The amount of support required to help the student differs based on disability and a special needs teacher may require to help the student move, eat and go to the toilet. In addition, students may require special equipment in the classroom such as wheelchairs, standards and changing tables.

Low Tech: Creating a calendar of the week help students understand daily activities and can also help with visual impairment. Also, sensory items can help with understanding of items for example if students are learning about forest they can get different types of leaves and branches to understand the concept.

High Tech: Students can use ipads with apps to allow for text-to-voice, being able to choose pictures and different forms of communication. This can help students who have trouble speaking or writing and help their development in the classroom.

J. (n.d.). Ideas to engage students with significant multiple disabilities in activities during the summer holidays. Retrieved April 09, 2021, from https://www.pathstoliteracy.org/blog/ideas-engage-students-significant-multiple-disabilities-activities-during-summer-holidays

Logsdon, A. (2019, August 01). Supporting and teaching students with multiple disabilities. Retrieved April 09, 2021, from https://www.verywellfamily.com/what-are-multiple-disabilities-2162512

Multiple disabilities. (n.d.). Retrieved April 09, 2021, from https://www.educationcorner.com/multiple-disabilities.html

# data[].attributes.attachment_link.title
Strategies for Assessing and Teaching Students with Visual and Multiple Disabilities

# data[].attributes.body
Vote:
High incidence:
Low Incidence: JS, SL,PS, SR, KM, KA,SN, JC

Current consensus with 5 votes: 0% high incidence
100% low incidence

Children may be born with an orthopedic impairment or they may acquire it at some point in life.  Hereditary, congenital, and environmental factors can play a role in causing orthopedic impairments that affect the normal functioning of the bones, joints, or muscles.

students with orthopedic impairments typically have the same cognitive abilities as their peers without disabilities. Because of this, school staff should try to include these students in mainstream classes as much as possible. The IDEA law states that students should be educated in the least restrictive environment when appropriate
The extent to which a child's education is affected due to their impairment varies. Factors such as the type and severity of the impairment play a role. While many students with orthopedic impairment do not have cognitive or learning problems, some may experience related neurological or motor issues that can affect sensory processing, perception, and learning.

For example, impairments such as amputations and fractures can impact attendance, making it harder for kids to keep up academically. Other impairments that have accompanying brain involvement such as birth trauma and cerebral palsy may lead to learning difficulties resulting from sensory and cognitive issues
No tech:
The Lead Teacher Collaboration Model

In classrooms with a lead teacher, often the regular classroom teacher delivers the
instruction in the subject area. The special education teacher is an observer who works with children after instruction to provide specially designed instruction, ensure understanding, and to provide adaptations and modifications
Pull-Out Collaboration Model

In some settings, rather than having special education teachers or therapists "push into" general education classrooms, students are "pulled out" for services. In such situations, students might leave the classroom for therapies or particular subjects, and then return to the general education classroom. When this occurs, the general education teacher collaborates with the special needs professional to be sure the student's needs are being met.
Team Teaching

Team teaching involves general education and special needs teachers working together simultaneously to teach a classroom of students. Either teacher who has the necessary background knowledge in the subject introduces new concepts and materials to the class. Both teachers work as a team to reinforce learning and provide assistance to students as needed. Special education teachers provide specially designed instruction to students with IEPs, and regular education teachers can assist with this as well.
Cerebral Palsy

Cerebral Palsy is a  commonly seen disorder that affects muscle tone, movement, and motor skills.  This disorder usually is caused by brain damage that had occurred  before or during a baby's birth. It can also occur during the first 3 to 5 years of a child's life which is a long life disorder to live with.  Symptoms such as exaggerated reflexes, floppy or rigid limbs, and involuntary motions are all exhibited from those who have Cerebral Palsy which are shown in early childhood.  There are a few long term treatments Long-term that include physical as well
My Experience:
Person Name: Jeson
Age :5 years
Problem: Cerebral Palsy
Classroom Adjustments:
1.Separate Seating
2.Seating near the door
3.Helper for walking
4.Emotional Level adjustment
5.Helper for ensuring his helmet and walker.
6.His twin brother help him for doing some activity.

# data[].attributes.headline
10. Specific Learning Disability - Shelly

# data[].attributes.subject
10. Specific Learning Disability - Shelly

# data[].attributes.body
Vote:
High incidence: JS, PS, KM, KA,SN, JC
Low Incidence: SL, SR

Current consensus with 5 votes:
60% high incidence
40% low incidence

There are 5 kinds of Specific learning disabilities:

Dyscalculia. A specific learning disability that affects a person's ability to understand numbers and learn math facts.

Dysgraphia: difficulties spelling or putting thoughts on paper

Dyslexia: trouble decoding or learning how letters and words relate to speech sounds.

Non-Verbal Learning Disabilities: have difficulty understanding communication is nonverbal. Also poor visual, spatial, and organizational skills; difficulty recognizing and processing nonverbal cues; and poor motor performance  .

Oral / Written Language Disorder and Specific Reading Comprehension Deficit.

These kinds of disabilities are often hereditary. They are quite prevalent and symptoms are often confused with other disorders.

SLD Symptoms:

Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning

Inaccurate or slow and effortful reading or writing

Poor written expression that lacks clarity

Difficulties remembering number facts

Inaccurate mathematical reasoning

Strategies:

Group based learning: pair students with others that also have SPD so they can collaborate on projects.

Set Appropriate Goals: make sure assessments and projects are within their abilities.

Visualization: provide lots of visuals through multimedia.

Project-based learning: Students suffering from SLD respond better to projects than traditional text.

Concept limits: don't overload the student with too many learning objectives.

Low Tech:
Use flash cards, or illustrations to help students with SLD learn key info. Allow them to do assessments verbally rather than written down.

Mid Tech:
Kids can use graphic organizing tools to make concept maps. They can also listen to audiobooks and get audio versions of their text books. Teachers and send them recordings of classes to help them review specific information. Electronic math worksheets online can help kids with dyscalculia.

High Tech:
Kids can use high tech tools like an abbreviation expander that allows predictive text to save them keystrokes. Optical character recognition allows scanned copies of text to be read aloud through a device. Speech recognition programs allow the user to speak into a device and have their speech convert to characters on a pad.

Steve and Shelly's Special Needs Procedures Flowchart:
MICA and BIS Special Needs Procedure and Strategies-ShellyandSteve.pdf

After seeing these great resources that are available to students with SLD, I will recommend these to my school to assist those who need it.
Furthermore, in Activity 1 I recommend specific strategies which could also benefit students with SLD. I think that the Specialized Teaching Strategies I referenced would also apply to many of the students who fall under this category by allowing them to be differentiated according to their abilities.
My experience:

Lily Shim-Grade 5 student

Problem: Dyslexia

Classroom Adjustments:

1. Lily was allowed to type her work at home.

2.  She had a pad at school and would use voice recognition devices to do her work.

3.  Her assessments were digital copies and she was given more time to complete tasks.

4.  Her parents subscribed to MyON to give her access to all the audio book features so she could complete her AR tests like the other students without her dyslexia causing challenges.

Citations:
Demirdağ, S. (2014). Effective teaching strategies and student engagement: Students with learning disabilities. International Journal of Teaching and Education, 2(3), 168-175.

Stanberry, K., & Raskind, M. H. (2009). Assistive technology for kids with learning disabilities: An overview. LD Online.

# data[].attributes.body
Vote:
High incidence: SL
Low Incidence: JS, PS, SR, KM, KA,SN, JC

Current consensus with 5 votes:
20% high incidence
80% low incidence

When a child has a visual impairment, learning and development may need to be supported throughout the school years. Often, children require some training and instruction from teachers who specialize in working with blind and visually impaired students. Your child might also need certain accommodations, like books or materials in a format like braille or a seat near the front or back of the class, in order to participate fully in the classroom and in extracurricular activities.

Low tech: Raised line, or embossed, for teaching line orientation, and cueing correct letter and word spacing, but can be a helpful tool for providing sensory-tactile feedback. Changing the font size on the computer.

High tech: Students can use assistive technologies such as  software/devices that can help those who are blind or visually impaired read printed material or surf the web. Some examples are JAWS screen reader, Kurzweil Education, and refreshable braille displays. The first two mentioned are software programs that provides text-to-speech, braille output and can read scanned printed material.
Refreshable braille displays are devices that raises and lowers different combinations of pins in braille cells. It changes continuously as the student moves the cursor around the screen.

Education of children who are blind or visually impaired. (2020). Retrieved April 10, 2021, from https://familyconnect.org/education/

# data[].attributes.attachment_link.authors[].name
APH — American Printing House for the Blind

# data[].attributes.attachment_link.title
Introducing Chameleon 20: A 20-Cell Refreshable Braille Display

# data[].attributes.headline
11. Speech or Language Impairment - Jonathan

# data[].attributes.subject
11. Speech or Language Impairment - Jonathan

# data[].attributes.body
Vote:
High incidence: JS,PS, KM,SN, JC
Low Incidence: SL, SR, KA,

Current consensus with 5 votes:
60% high incidence
40% low incidence

In order to participate in classroom activities, students need a way to ask and answer questions, provide information, interact with peers, and communicate. If a student has difficulty using speech, the student’s individualized education program (IEP) team should consider the use of AAC  (Augmentative and Alternative Communication) to support communication. Even students who use limited speech might also use AAC systems to clarify their message when their speech is not understood. AAC is primarily used for two main purposes and with two main populations: (a) to augment the communication of individuals with dysfluent or unintelligible speech, or (b) to provide an alternative mode of communication for individuals who lack speech or who have failed to acquire a sufficient amount of speech for effective communication. (Jeff Sigafoos)

Low tech: Any type of aid that does not require batteries or electricity. This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth.

High tech: Any aid that requires electricity or batters. This includes specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.
Jeff Sigafoos. 2010 Augmentative and Alternative Communication

# data[].attributes.body
Vote:
High incidence:
Low Incidence: JS, SL, PS, SR, KM, KA,SN, JC

Current consensus with 5 votes:

0% high incidence
100% low incidence