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Learning Disabilities are "disorders in one or more of the basic psychological processes involved in understanding or in using language. It can be seen in spoken or written work and may hinder a person’s ability to listen, think, speak, read, write, spell, or compute mathematical calculations."

These are all high incidence disabilities--
Conditions can also include:

sensory impairments

brain injuries

minimal brain dysfunctions

dyslexia

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Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

Formula grants to states to support special education and related services and early intervention services.

Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Other Laws for Children with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

To learn more, visit the OCR's Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Visit OCR's website for additional resources.

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About IDEA - Individuals with Disabilities Education Act

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The IDEA is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

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According to IDEA, Visual Impairment, including blindness, means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

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Teaching Students with Visual Impairments

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by Carmen Willings
June 4, 2019
​teachingvisuallyimpaired.com

​The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children identified to have disabilities throughout the United States and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C.

Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Under Part B of the IDEA, a child identified as having a disability is one that has been evaluated and found to have a disability and needs special education and related services. Visual Impairment, including blindness, means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. A Memorandum by the US DOE Office of Special Education and Rehabilitative Services on May 22, 2017, clarified that the definition of "visual impairment including blindness" does not contain a modifier. This means that ANY impairment of vision, regardless of severity (e.g. acuity), must be included in a State's definition. Even so, the visual impairment must, even with correction, adversely affect a child's educational performance.
Before eligibility determination, each public agency must conduct a full and individual evaluation before providing services. The evaluation is conducted to determine eligibility AND determine the extent of the educational needs of the child. No single assessment may be used as the sole criterion for determining whether the child has a visual impairment. For visual impairment/blindness, this means an eye report as it is critical to know medical findings along with a functional vision evaluation and a learning media assessment. The team may decide that additional evaluations be conducted.

Part of eligibility includes educational needs. For students with visual impairments, this means needs in the area of the Expanded Core Curriculum. While every child needs to learn many of the areas within the ECC (e.g. independent living, social skills, etc.), the child requires instruction from a Teacher of Students with Visual Impairments in the areas of the ECC when the child needs instruction differently, due to reduced vision.

Free Membership

Sign up for free membership to access the FREE downloadable handbooks and handouts on the Free Printables page along with access to the Goal Bank pages. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password. ​

ECC Instructional Resources

On-Demand Webinars

VI Job Posting Service

Braille Jewelry

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the individuals with disabilities education act

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by Carmen WillingsJune 4, 2019​teachingvisuallyimpaired.com ​The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children identified to have disabilities throughout the United States and ensures special education and related services to those children.

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"Brief introduction to students classified as SLD (specific learning disability). Some of the topics covered include the prevalence of the disability as it relates to the population of the U.S."

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Specific Learning Disability: Categories of Students with Disabilities

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Feel the experience of being blind.

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The "neurobiological disorder is characterized by tics (involuntary, rapid, sudden movements) and/or vocal outbursts that occur repeatedly. It’s an inherited, neurological disorder that is first noticed in childhood, usually between the ages of 7 and 10. The syndrome is four times as likely to occur in boys as in girls." (link below)

Reference -
Center for Parent Information & Resources (Parent Center Hub), July 2015) Tourette Syndrome - link down below

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Links updated, July 2015
See fact sheets on other disabilities

The Individuals with Disabilities Education Act (IDEA), our nation's special education law, defines 14 categories of disability under which a child may be found eligible for special education and related services. One of those categories is " Other Health Impairment," or OHI, for short. Within OHI's definition, numerous disabilities and medical conditions are explicitly named. Tourette syndrome is one such.

This short resource page accompanies a longer fact sheet on Other Health Impairment and provides a brief overview of Tourette syndrome and connections to sources of additional information.

A Brief Look at Tourette Syndrome

Tourette syndrome is a neurobiological disorder characterized by tics (involuntary, rapid, sudden movements) and/or vocal outbursts that occur repeatedly. It's an inherited, neurological disorder that is first noticed in childhood, usually between the ages of 7 and 10. The syndrome is four times as likely to occur in boys as in girls.

Tourette sydrome was once strongly associated with the exclamation of obscene words or socially inappropriate remarks. In fact, only a small minority of people with Tourette's have this symptom. For most, Tourette's involves:

tics, along a range of simple (e.g., rapid eye-blinking, facial grimacing, shoulder-shrugging) to complex (involving several muscle groups, such as hopping, bending, or twisting); and

vocalizations, also along a range of simple (throat-clearing, sniffing, grunting) to complex (involving words or phrases).

It's estimated that 2% of the population has Tourette syndrome. This may be a conservative estimate, since many people with very mild tics may be unaware of them and never seek medical attention. A study by Kurlan, McDermott, et al. (2001) indicates that over 19% of children in regular education classes have tics and over 23% of children in special education classes have tics.

What about treatment? According to the National Institute of Neurological Disorders and Stroke's fact sheet on the syndrome (listed below, under resources):

Because tic symptoms do not often cause impairment, the majority of people with TS require no medication for tic suppression. However, effective medications are available for those whose symptoms interfere with functioning.

Are children with Tourette syndrome automatically eligible for special education and related services? The plain answer is: No. Eligibility will depend on several factors and a careful study of the evaluation results. As IDEA makes clear in its definition of "other health impairment," having the syndrome is not the only condition to be met for eligibility. (For one, the child's educational performance must be adversely affected as a result of the syndrome.)

Interestingly, Tourette syndrome was explicitly added to this disability category in the 2004 Amendments to IDEA. According to the U.S. Department of Education, the syndrome was specifically named in the definition of "other health impairment" because:

...Tourette syndrome is commonly misunderstood to be a behavioral or emotional condition, rather than a neurological condition. Therefore, including Tourette syndrome in the definition of other health impairment may help correct the misperception of Tourette syndrome as a behavioral or conduct disorder and prevent the misdiagnosis of their needs. (71 Fed. Reg. at 46550)

Resources of More Information on Tourette Syndrome

National Tourette Syndrome Association
http://tsa-usa.org/

Tourette Syndrome "Plus"
http://www.tourettesyndrome.net/

Tourette Syndrome Fact Sheet
from the National Institute of Neurological Disorders and Stroke
http://www.ninds.nih.gov/disorders/tourette/detail_tourette.htm

Información en español.
http://tsa-usa.org/TouretteAssocEspanol/bienvenidos.html

Información en español.
http://espanol.ninds.nih.gov/trastornos/sindrome_de_tourette.htm

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Links updated, July 2015 See fact sheets on other disabilities The Individuals with Disabilities Education Act (IDEA), our nation's special education law, defines 14 categories of disability under which a child may be found eligible for special education and related services. One of those categories is " Other Health Impairment," or OHI, for short.

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It is often misunderstood as a behavioral or emotional problem, not related to the nervous system.

People with Tourettes are constantly shouting out curses.

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Tourette Syndrome DOES NOT automatically qualify a student for special education. It must be shown to impact their education.

Typically they have already been diagnosed by a clinician - must have symptoms for at least a year, motor and vocal tics.

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Around 2% of the population suffer from Tourettes (low incidence). Though a study by Kurlan, McDermott, et al. (2001) shows that the number may be much higher with around 19% of students having a tic, going as high as 23% in special education. classes

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Some medications can reduce symptoms, though rarely remove them completely.

Education of their peers - especially of those around those who suffer from Tourettes - allowing them to realize it is involuntary; it isn't reason for teasing.

Behavioral therapy to manage tics (Habit Reversal for example - replacing tics that have been identified with another behavior).

Parent training - how to use both positive reinforcement and discipline.

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Simple recording devices that allow a child to review the material that tics may have distracted them from.

Pre-recorded class presentations/material - allowing the child to prepare in advance at home, in anxiety-free environment.

Speech-to-text software - when tics affect how someone writes.

Reader software - tics can distract a reader's eyes, losing focus. Listening helps reduce this.

Reference -

Classroom (E. Kasper, date unknown); Tourette's Assistive Classroom Technology - link below

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Erica Kasper has been a professional writer and editor since 1999. Based in Jacksonville, Fla., she has written and edited educational, marketing and web copy for nonprofit organizations, technology companies and online marketing firms. She has a Bachelor's degree in journalism (honors) and psychology from Washington and Lee University.

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Tourette's Assistive Classroom Technology | Synonym

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Tourette Syndrome is a neurological disorder that causes repetitive, involuntary tics such as vocalizations and movements. These tics can come in the form of simple movements like shrugging, head jerking, blinking or throat clearing, or they may be more complex and potentially-harmful tics that can include hopping, ...

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While stuttering may not be linked directly to Tourettes, my brother has suffered his whole life due to the speech impediment. At one point he was taught to pull on his ear lobe whenever he began to stutter, which I believe is related to 'Habit reversal' and perhaps distraction. It worked for a short period. He has dedicated his life working with special needs children, which I believe is a result of his own challenges that stuttering has brought him.

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According to the definition of IDEA, blindness is a LOW incidence disability. This means that it occurs rarely or in low numbers.
In 2018–19, the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.1 million, or 14 percent of all public school students. The information is recorded below. Blindness is not shown due to it being low incidence. (https://nces.ed.gov/programs/coe/indicator_cgg.asp)

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Assistive Technologies - Built in on the iPad for easy usage

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Assistive Technologies - Built in on the iPad for easy usage

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The iPad contains build in technology to assist blind students in navigation and control.

VoiceOver is an industry leading gesture based screen reader that describes exactly what is happening on the device and gives auditory descriptions of onscreen elements. Students can use this to  navigate their screen, especially safari; an entire website can be read out loud to them. This enables students to be able to conduct research, listen to audio books, and type. Students can navigate and use any app with this feature.

VoiceOver Gestures along with the VoiceOver allows the student to touch the screen with different gestures and each gesture means something different. For example, 1 finger tap allows the student to hear a description, 2 fingers down reads the page starting at the selected item, 2 fingers up reads the page from the top, etc.

VoiceOver Rotor is a virtual dial that lets students navigate apps in different ways.

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There are APPS the assist the bind in reading.

The AUDIBLE app and VOICE DREAM app allow students to read with their ears by searching and listening to audio books. In addition, any PDF or E-book provided by the teacher can be loaded into the app and read out loud.

If the teacher has a printed document that she wants her student to read, the SCANNER app will assist. A photo can be taken of the printed material, it is loaded into VOICE DREAMER, and the entire page can be read out loud.

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Along with a Bluetooth keyboard or using dictation to type, there are a number of apps that allow blind students to participate in writing assignments. Some of which include:

Google Docs

Notability

Voice Dream Writer

Notes

Their completed work can be easily shared with teachers via Google Drive or email.

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To complete any printed worksheet, the SCANNER app scans the worksheet into the iPad.  Load this into Notability and then VoiceOver will take over by reading to the student and assisting them with where to type. If it is loaded into Voice Dream, the worksheet is read out loud to the student.
To complete a digital worksheet, it can also be loaded into Notability.
To share a worksheet, students can use Email or Google Drive.

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Several Scientific calculator apps allow students to comfortably participate in math and work along side the mainstream class.

Desmos allows students to create graphs where VoiceOver is used to type and read an equation. The graph is then read out loud.

Talking Scientific Calculator also works with VoiceOver and the calculator buttons and solutions are read out loud to the student.

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Assistive Technologies - Object recognition

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Assistive Technologies - Object recognition

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The Seeing Al app is an artificial intelligence app which uses the iPad camera to identify people and objects. The app then audibly describes these objects. This is tremendously help with navigating around a school and promoting independence.

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Using a fraction fan and a thumb tack, one teacher at our school created a customized fraction fan for a blind student wit the fractions written in Braille.

Descriptive video can also be used to translate audio video. Blind students can enjoy videos when the images and actions on the screens are described during the natural pauses in the dialogue.

Wikki Stix can also be used during class. Students can use them to draw maps during social studies and geometric shapes during math.

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During Art class, clay is a great modelling tool for the blind. Textured handouts can also be created where images are outlined on a worksheet to make it stick out and student can trace it with his fingers.

In music, blind students can easily follow rhythms and using any instrument, the rhythms can be played.

In PE, other than jumping on a trampoline or running around, there are balls with bells or beeper balls which provide auditory stimulation and  help students keep track of it as it bounces and rolls across play area.

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Blind students can be assigned a PAL student to help them in navigating the school. This person can also be an extra friend.

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Autism Spectrum Disorders (ASD), ( Low -Incidence Disability) is defined as a range of pervasive developmental disorders  in several areas which include social interaction, communication, or the presence of restricted, repetitive, and stereotyped patterns of behavior, interests, and activities. It is estimated that worldwide about one in 270 people has an ASD. This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of ASD in many low- and middle-income countries is unknown.

https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders#:~:text=Epidemiology,figures%20that%20are%20substantially%20higher.

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Developmental Disorders: Social - Communication - Stereotyped Patterns of Behavior

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Developmental Disorders: Social - Communication - Stereotyped Patterns of Behavior

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1. SOCIAL INTERACTIONS

Children with an autism spectrum disorder may have difficulty with social interactions such as:

Not engage with other children

Lacks cooperative play

Difficulty taking turns

Unable to take others perspective

Withdrawals

Unaware of social norms/rules

Poor eye contact

Difficulty joining others

2. IMPAIRMENTS IN COMMUNICATION

Children with an autism spectrum disorder may have impairments in communication such as:

Late to develop speech or does not talk at all

Limited joint attention

Lacks imitation or imaginative play

Flat/limited tone and facial expressions

Limited or odd gestures

Difficulty understanding non verbal expressions

Echoes others speech

Poor conversation ability

Stands too close

Interrupts others

Talks too much about their own interest

3. RESTRICTED OR REPETITIVE BEHAVIORS OR INTERESTS

Children with an autism spectrum disorder may have restrictive or repetitive patterns of behavior such as:

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

Repeats words or phrases over and over (i.e., echolalia)

Plays with toys the same way every time

Is focused on parts of objects (e.g., wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

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

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.

People with ASD may behave, communicate, interact, and learn in ways that are different from most other people. There is often nothing about how they look that sets them apart from other people. The abilities of people with ASD can vary significantly. For example, some people with ASD may have advanced conversation skills whereas others may be nonverbal. Some people with ASD need a lot of help in their daily lives; others can work and live with little to no support.

ASD begins before the age of 3 years and can last throughout a person's life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months of age or later. Some children with ASD gain new skills and meet developmental milestones until around 18 to 24 months of age, and then they stop gaining new skills or lose the skills they once had.

As children with ASD become adolescents and young adults, they may have difficulties developing and maintaining friendships, communicating with peers and adults, or understanding what behaviors are expected in school or on the job. They may come to the attention of healthcare providers because they also have conditions such as anxiety, depression, or attention-deficit/hyperactivity disorder, which occur more often in people with ASD than in people without ASD.

Signs and Symptoms

People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. These characteristics can make life very challenging. It is important to note that some people without ASD might also have some of these symptoms.
Learn more about signs and symptoms of ASD "
Diagnosis

Diagnosing ASD can be difficult since there is no medical test, like a blood test, to diagnose the disorder. Doctors look at the child's behavior and development to make a diagnosis. ASD can sometimes be detected at 18 months of age or younger. By age 2, a diagnosis by an experienced professional can be considered reliable. However, many children do not receive a final diagnosis until they are much older. Some people are not diagnosed until they are adolescents or adults. This delay means that people with ASD might not get the early help they need.
Learn more about screening and diagnosis of ASD "
Treatment

Current treatments for ASD seek to reduce symptoms that interfere with daily functioning and quality of life. ASD affects each person differently, meaning that people with ASD have unique strengths and challenges and different treatment needs. 2 Treatment plans usually involve multiple professionals and are catered to the individual.
Learn about treating the symptoms of ASD "
Risk Factors

There is not just one cause of ASD. There are many different factors that have been identified that may make a child more likely to have ASD, including environmental, biologic, and genetic factors.

Although we know little about specific causes, the available evidence suggests that the following may put children at greater risk for developing ASD:

Having a sibling with ASD

Having certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis

Experiencing complications at birth

Being born to older parents

CDC is currently working on one of the largest U.S. studies to date on ASD. This study called the Study to Explore Early Development (SEED), was designed to look at the risk factors and behaviors related with ASD. CDC is now conducting a follow-up study of older children who were enrolled in SEED to determine the health, functioning, and needs of people with ASD and other developmental disabilities as they mature.

How Often ASD Occurs

CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of 8-year-old children with ASD in the United States since 2000.

ASD occurs in all racial, ethnic, and socioeconomic groups. It is more than 4 times more common among boys than among girls.
Learn more about how CDC estimates the number of children with ASD "
If You're Concerned

As a parent, you already have what it takes to help your young child learn and grow. CDC has developed materials to help you track your child's developmental milestones and share that progress, or any concerns, with your child's doctor at every check-up.
Learn more about CDC milestone checklists and other parent materials "
Contact your child's doctor if you think your child might have ASD or if you have any other concerns about the way your child plays, learns, speaks, or acts.

If you are still concerned, ask the doctor for a referral to a specialist who can do a more in-depth evaluation of your child. Specialists who can do a more in-depth evaluation and make a diagnosis include

Developmental pediatricians (doctors who have special training in child development and children with special needs)

Child neurologists (doctors who work on the brain, spine, and nerves)

Child psychologists or psychiatrists (doctors who know about the human mind)

At the same time, call your state's public early childhood system to request a free evaluation, sometimes called a Child Find evaluation, to find out if your child qualifies for intervention services. You do not need to wait for a doctor's referral or a medical diagnosis to make this call.

Where to call for a free evaluation from the state depends on your child's age:

If your child is not yet 3 years old, contact your local early intervention system.
You can find the right contact information for your state by calling the Early Childhood Technical Assistance Center (ECTA) at 919-962-2001.

If your child is 3 years old or older, contact your local public school system.

Even if your child is not yet old enough for kindergarten or enrolled in a public school, call your local elementary school or board of education and ask to speak with someone who can help you have your child evaluated.

If you're not sure who to contact, call the ECTA at 919-962-2001.

Research shows that early intervention services can greatly improve a child's development. In order to make sure your child reaches their full potential, it is very important to receive services as soon as possible.

References

1. Lord C, Risi S, DiLavore PS, Shulman C, Thurm A, Pickles A. Autism from 2 to 9 years of age. Arch Gen Psychiatry. 2006 Jun;63(6):694-701.

2. Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioral pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.

3. Handleman, J.S., Harris, S., eds. Preschool Education Programs for Children with Autism (2nd ed). Austin, TX: Pro-Ed. 2000.

4. National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, 2001.

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Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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

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Types of Assistive Technology for Autism 

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Types of Assistive Technology for Autism 

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Assistive technology is usually divided into groups—low-tech, mid-tech, and high-tech. In general:2

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.

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Assistive technology for kids with autism

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Assistive Technology for Sensory Challenges 

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Assistive Technology for Sensory Challenges 

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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.

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Assistive Technology for Social Skills and Communication 

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Assistive Technology for Social Skills and Communication 

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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.

Low-Tech

Social Stories:                     These short, simple, visual stories

Social skills cards and games: created to reinforce empathy; Uno cards focused on feelings; and dice games that are intended to reinforce social communication skills.

Mid-Tech

Mid-level technology for social skills focuses largely on video modeling and apps

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

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Assistive Technology for Kids With Autism

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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

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Dyslexia is a language processing disorder that impacts reading, writing, and comprehension.

Dyslexics experience difficulty decoding words or identifying individual sounds within words.

It [Dyslexia] often goes undiagnosed for years and thus, students and even adults can go several years without the proper learning strategies and/or accommodations even though they are definitely possible!

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February 2016
by Carolyn Cowen
Carolyn D. Cowen, M.Ed., Social Media Editor/Strategist: Copyright © 2016 International Dyslexia Association (IDA). We encourage sharing of Examiner articles. If portions are cited, please make appropriate reference. Articles may not be reprinted for the purpose of resale. Permission to republish this article is available from .

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How Widespread Is Dyslexia? - International Dyslexia Association

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February 2016 by Carolyn Cowen Carolyn D. Cowen, M.Ed., Social Media Editor/Strategist: Copyright © 2016 International Dyslexia Association (IDA). We encourage sharing of Examiner articles. If portions are cited, please make appropriate reference. Articles may not be reprinted for the purpose of resale. Permission to republish this article is available from .

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Thank you Lisa for the video. I really enjoyed it and it gave me the idea of finding a video that shows what it's like to be visually impaired as opposed to blind.

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Toolbox: The Blind Experience - A Visual Impairment Simulator

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Since visual impairment is such a wide & relative spectrum, it can be difficult for researches to find the exact number of students that would be categorized as such.
Because of that the percentages are somewhat different between different researches but the common thread is that they are all below 13 %.
Some researches have found the percentage to be around 13% while other such as The National Dissemination Center for Children with Disabilities claims that the percentage is closer to 1.2% below the age of 18 and a final research in Pakistan found it to be 2.3%.
Although there are several factors that could provide reasoning for the difference in percentages such as pollution, nutrition, environment to name a few, the bottom line is that the incidence levels for visual impairment while LOW need to be addressed so that all children can have a proper education.

Visual Impairments. Project IDEAL. (n.d.). http://www.projectidealonline.org/v/visual-impairments/.

Awan, Abdul & Jamshed, Junaid & Khan, Muhammad & Latif, Zahid. (2018). Prevalence and causes of visual impairment and blindness among school children in Muzaffarabad, Pakistan. International Journal of Scientific Reports. 4. 93. 10.18203/issn.2454-2156.IntJSciRep20181393.

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1. Seat VI students near the front.
2. Control Lighting
3. Use verbal cues
4. Access to custom instructional material at the same time as their peers.
5. Provide recorded feedback
6. Allow more time for work
7. Do not expect less of them
8. Use their names often
9. Implement a buddy system to help them get around.

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1. Braille (High VI)
Very old technique for VI. Newer application methods include a small tablet with a grid-like setting of braille dots that move up and down and change word for word, so students don't have to move their hands and keep track of which sentence they are on. The table displays one word at a time.
2. Audio books (Low-High VI)
Recording of their textbooks
3. Magnifier (Low - Med VI)
For students who have mild VI. Can help them read and/or recognize shapes and images.
4. Digital text (Low - Med VI)
Makes it easier for students to zoom in, read and/or recognize shapes and images.
5. Screen readers (Med - High VI)
Reads anything on the screen out loud for the student.
6. Daisy books (Low - High VI)
An educational product that resembles a tape player but with added technology to be able to bookmark and comment on the text being read out loud.

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1. Adaptive Paper (Low VI)
High contrast lines that are embossed help VI students know where to write.
2. Digital Recorder (Low - High VI)
For easier and faster note taking, digital recording can save lots of time and effort
3. Word Processor (Low - High VI)
Can be used with the digital recorder to create text notes and/or assignment submissions.
4. Braille Notetaker (High VI)
Same as a typewriter but with braille dots instead. Could make note taking much easier for the student to write and then proof read.
5. Slate & Stylus (Low VI)
Makes it easier for the students to write in one zone without worrying about lines and writing on top of previous words.
6. Google Assistant / Siri
Due to their AI programming these speech to text programs could help VI students research and write.

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1. Abacus
Ancient tool used to teach number concepts by manipulating small circles and counting them. Can be understood using touch.
2. Braille Cubes / Shapes
Shapes that are labeled using braille helps VI students keep track of the object in their mind and helps them read the object and its orientation.
3. Adaptive Calculators
Larger display, larger keys, sometimes even braille keys. Some newer versions have screen reading capabilities.
4. Adaptive Measurement Tools
Tools that have large print or braille print or in newer versions audio feedback.
5. Math Software
Technology has greatly enhanced math learning with softwares that graph lines and curves all the way to complex 3d objects and their intersections and relationships. Some of these softwares can be used in conjunction with virtual assistants to enable students to "talk" to them and explain the formula or read it aloud and the software will solve/graph and some softwares have the programming to provide audio feedback.

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Deafness are  children who cannot hear most or all sounds, even with a hearing aid.

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1.  A child who is deaf can be characterized by the absence of enough measurable hearing (usually a pure tone average of 66-90+ decibels American National Standards Institute without amplification) such that the primary sensory input for communication may be other than the auditory channel. ( Dragoo, 2020)
2.  A student may be identified as deaf if a. The unaided hearing loss is in excess of 70 decibels and precludes understanding of speech through the auditory mechanism, even with amplification, and b. The student demonstrates an inability to process linguistic information through hearing, even with amplification. ( Dragoo, 2020)
3.  A student shall be eligible under the disability category of deaf if the student has a hearing loss averaging greater than 70 decibels in the speech frequencies (500 hertz to 4,000 hertz) and: a. The hearing loss impairs the student’s auditory processing of linguistic information through hearing, with or without amplification; or b. The hearing loss adversely affects the student's educational performance.  ( Dragoo, 2020)

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Watch and listen to a Hearing Loss Simulation

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Hearing Loss Simulator - Hear what hearing loss sounds like

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According to The Individuals with Disabilities Education
Act: A Comparison of State Eligibility Criteria deafness is considered LOW INCIDENCE.

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Assistive Tech for tech is varied and plentiful.  Here are a few examples:
1.  Automatic speech recognition, (ASR) software  helps with the differentiation of different voices in classrooms. It not only can transcribed text but indicates who said what. Great in group work.

2. Tying ASR to AI software is next level technology.  The AI or learning machine can be  trained to understand course material and hence help teach the student by  loading/sharing  books, websites, etc. to enhance and help with learning.  Such systems also get smarter the more it is used, which makes providing accurate course transcription and captions for course videos easier, faster and more cost effective.

3. Most higher level education intuitions are already comfortable providing real-time captions of lectures or 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.

4. Alternative Devices such as blinking lights and text to speech are also commonly used.

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Here is great simulation for hearing loss.

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A child who is hard of hearing can be characterized by the absence of enough measurable hearing (usually a pure tone average range of 30-65 decibels American
National Standards Institute without amplification) that the ability to communicate is
adversely affected; however, the child who is hard of hearing typically relies upon
the auditory channel as the primary sensory input for communication.

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Like deafness, hearing impairment is LOW INCIDENCE, according to The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria

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Technology for Hearing Impaired Students in the Classroom

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Technology for Hearing Impaired Students in the Classroom

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There are three main 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.

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Assistive learning devices help amplify the sounds you want to hear, especially where there’s a lot of background noise. Induction loop systems often used in 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.
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 microphone.

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Augmentative devices help hearing impaired students understand others and communicate better themselves.
Tools such as keyboards, touch screens and a display panel facing outward so that two people can exchange information while facing each other can be used to improve communication. Also presenting clear texts and visuals in presentations can help professors communicate their messages more clearly to students too.

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Alerting devices adapt sound to other forms of communication. Like blinking lights instead of sounded alarms.
Speech-to-text devices 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.

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Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child. Intellectual disability can happen any time before a child turns 18 years old, even before birth.

Intellectual disability is the most common developmental disability.

According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:

1. IQ is below 70-75

2. There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)

3. The condition manifests itself before the age of 18

Intellectual disability is not contagious: you can’t catch an intellectual disability from anyone else. It’s not a type of mental illness, like depression. There are no cures for intellectual disability. However, children with intellectual disabilities can learn to do many things. They may just need take more time or learn differently than other children.

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

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The most common causes of intellectual disabilities are:

Genetic conditions. Sometimes an intellectual disability is caused by abnormal genes inherited from parents or errors in gene combinations. Examples are Down syndrome, Fragile X syndrome, and phenylketonuria (PKU).

Complications during pregnancy. For example, there may be a problem with the way the baby’s cells divide. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems during birth. Such as a baby not getting enough oxygen.

Diseases or toxic exposure. Diseases like whooping cough, the measles, or meningitis can cause intellectual disabilities. They can also be caused by extreme malnutrition, not getting appropriate medical care, or by being exposed to poisons like lead or mercury.

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Approximately 6.5 million people in the United States have an intellectual disability. Approximately 1 – 3 percent of the global population has an intellectual disability—as many as 200 million people. Of, those, about 85 percent have mild intellectual disability. Males are more likely than females to be diagnosed with intellectual disability. Under IDEA ( Individuals with Disabilities Act) Mild Intellectual Disabilities are considered High Incidence, while Moderate to Severe Disabilities are considered Low Incidence.

The United Nations Development Program estimates that 80 percent of all people with disabilities live in low-income countries. While people with disabilities represent approximately one in 10 people worldwide, they are one in every five of the world’s poorest people.

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There are AT tools that can help people with spoken or written language, math and organizing and recovering information. These are some examples

Alternative keyboards

These programmable keyboards have special overlays that customize the appearance and function of a standard keyboard. The customization reduces input choices, groups keys by color/location, and adds graphics to aid comprehension.

Audio books and publications

When the students have problems reading written texts, audio book can be a huge help. Playback units allow users to and search and bookmark pages and chapters. Audible has a massive library of audio files.

Electronic math work sheets

Electronic math worksheets are software programs that can help a user organize, align, and work through math problems. Numbers that appear onscreen can also be read aloud via a speech synthesizer.

Freeform database software

A database system that allows entry of unstructured text without regard to length or order. Although it accepts text input like a word processor, it differs by providing better methods for searching, retrieving and organizing the data.

Personal FM listening systems

A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying.

Speech-recognition programs

A speech recognition program works in conjunction with a word processor. The user "dictates" into a microphone, and his spoken words appear on the computer screen as text. It also works with scanners.

Speech synthesizers/screen readers/talking calculator.

These systems can display and read aloud text on a computer screen, including text that has been typed by the user, scanned in from printed pages (e.g., books, letters), or text appearing on the Internet.

Variable-speed tape recorders

Tape recorders/players allow a user to listen to pre-recorded text or to capture spoken information (e.g., a classroom lecture) and play it back later at slower speeds without distorting the "speaker's" voice.

Word-prediction programs

Word prediction software can help a user during word processing by "predicting" a word the user intends to type. Predictions are based on spelling, syntax, and frequent/recent use. This prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes.

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Reimagining Disability & Inclusive Education | Jan Wilson | TEDxUniversityofTulsa

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According to IDEA, speech & language impairments can include anything in the following four areas:

Articulation: speech impairments where child produces sounds incorrectly.

Fluency: speech impairments where child’s flow of speech is interrupted, disrupted, or paused.

Voice: speech impairments where child’s voice sounds abnormal.

Language: language impairment where the child cannot communicate needs, ideas, or information.

According to the US Department of Education, each year 1.1 million of the 6.6 million students who qualify for support under IDEA have a speech or language impairment. This number is only calculated as a primary reason for support, not as a secondary reason for support as an extension of another learning difficulty or disability.

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Table of Contents
A Day in the Life of an SLP

Christina is a speech-language pathologist. She works with children and adults who have impairments in their speech, voice, or language skills. These impairments can take many forms, as her schedule today shows.

First comes Robbie. He's a cutie pie in the first grade and has recently been diagnosed with childhood apraxia of speech-or CAS. CAS is a speech disorder marked by choppy speech. Robbie also talks in a monotone, making odd pauses as he tries to form words. Sometimes she can see him struggle. It's not that the muscles of his tongue, lips, and jaw are weak. The difficulty lies in the brain and how it communicates to the muscles involved in producing speech. The muscles need to move in precise ways for speech to be intelligible. And that's what she and Robbie are working on.

Next, Christina goes down the hall and meets with Pearl in her third grade classroom. While the other students are reading in small groups, she works with Pearl one on one, using the same storybook. Pearl has a speech disorder, too, but hers is called dysarthria. It causes Pearl's speech to be slurred, very soft, breathy, and slow. Here, the cause is weak muscles of the tongue, lips, palate, and jaw. So that's what Christina and Pearl work on-strengthening the muscles used to form sounds, words, and sentences, and improving Pearl's articulation.

One more student to see-4th grader Mario, who has a stutter. She's helping Mario learn to slow down his speech and control his breathing as he talks. Christina already sees improvement in his fluency.

Tomorrow she'll go to a different school, and meet with different students. But for today, her day is...Robbie, Pearl, and Mario.

Definition

There are many kinds of speech and language disorders that can affect children. In this fact sheet, we'll talk about four major areas in which these impairments occur. These are the areas of:

Articulation | speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as "l" or "r");

Fluency | speech impairments where a child's flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns;

Voice | speech impairments where the child's voice has an abnormal quality to its pitch, resonance, or loudness; and

| language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say. ( 1)

These areas are reflected in how "speech or language impairment" is defined by the nation's special education law, the Individuals with Disabilities Education Act, given below. IDEA is the law that makes early intervention services available to infants and toddlers with disabilities, and special education available to school-aged children with disabilities.
Definition of "Speech or Language Impairment" under IDEA
The Individuals with Disabilities Education Act, or IDEA, defines the term "speech or language impairment" as follows:

"(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance." [34 CFR §300.8(c)(11]

Development of Speech and Language Skills in Childhood

Speech and language skills develop in childhood according to fairly well-defined milestones (see below). Parents and other caregivers may become concerned if a child's language seems noticeably behind (or different from) the language of same-aged peers. This may motivate parents to investigate further and, eventually, to have the child evaluated by a professional.

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More on the Milestones of Language Development
What are the milestones of typical speech-language development? What level of communication skill does a typical 8-month-old baby have, or a 18-month-old, or a child who's just celebrated his or her fourth birthday?

You'll find these expertly described in How Does Your Child Hear and Talk?, a series of resource pages available online at the American Speech-Language-Hearing Association (ASHA):
http://www.asha.org/public/speech/development/chart.htm

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Having the child's hearing checked is a critical first step. The child may not have a speech or language impairment at all but, rather, a hearing impairment that is interfering with his or her development of language.

It's important to realize that a language delay isn't the same thing as a speech or language impairment. Language delay is a very common developmental problem-in fact, the most common, affecting 5-10% of children in preschool. ( 2) With language delay, children's language is developing in the expected sequence, only at a slower rate. In contrast, speech and language disorder refers to abnormal language development. ( 3) Distinguishing between the two is most reliably done by a certified speech-language pathologist such as Christina, the SLP in our opening story.

Characteristics of Speech or Language Impairments

The characteristics of speech or language impairments will vary depending upon the type of impairment involved. There may also be a combination of several problems.

When a child has an articulation disorder, he or she has difficulty making certain sounds. These sounds may be left off, added, changed, or distorted, which makes it hard for people to understand the child.

Leaving out or changing certain sounds is common when young children are learning to talk, of course. A good example of this is saying "wabbit" for "rabbit." The incorrect articulation isn't necessarily a cause for concern unless it continues past the age where children are expected to produce such sounds correctly. ( 4) ( ASHA's milestone resource pages, mentioned above, are useful here.)

refers to the flow of speech. A fluency disorder means that something is disrupting the rhythmic and forward flow of speech-usually, a stutter. As a result, the child's speech contains an "abnormal number of repetitions, hesitations, prolongations, or disturbances. Tension may also be seen in the face, neck, shoulders, or fists." ( 5)

Voice is the sound that's produced when air from the lungs pushes through the voice box in the throat (also called the larnyx), making the vocal folds within vibrate. From there, the sound generated travels up through the spaces of the throat, nose, and mouth, and emerges as our "voice."

A voice disorder involves problems with the pitch, loudness, resonance, or quality of the voice. ( 6) The voice may be hoarse, raspy, or harsh. For some, it may sound quite nasal; others might seem as if they are "stuffed up." People with voice problems often notice changes in pitch, loss of voice, loss of endurance, and sometimes a sharp or dull pain associated with voice use. ( 7)

has to do with meanings, rather than sounds. ( 8) A language disorder refers to an impaired ability to understand and/or use words in context. ( 9) A child may have an expressive language disorder (difficulty in expressing ideas or needs), a receptive language disorder (difficulty in understanding what others are saying), or a mixed language disorder (which involves both).

Some characteristics of language disorders include:

improper use of words and their meanings,

inability to express ideas,

inappropriate grammatical patterns,

reduced vocabulary, and

inability to follow directions. (10)

Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate. These symptoms can easily be mistaken for other disabilities such as autism or learning disabilities, so it's very important to ensure that the child receives a thorough evaluation by a certified speech-language pathologist.

What Causes Speech and Language Disorders?

Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the cause is unknown.

Of the 6.1 million children with disabilities who received special education under IDEA in public schools in the 2005-2006 school year, more than 1.1 million were served under the category of speech or language impairment. ( 11) This estimate does not include children who have speech/language problems secondary to other conditions such as deafness, intellectual disability, autism, or cerebral palsy. Because many disabilities do impact the individual's ability to communicate, the actual incidence of children with speech-language impairment is undoubtedly much higher.

Finding Help

Because all communication disorders carry the potential to isolate individuals from their social and educational surroundings, it is essential to provide help and support as soon as a problem is identified. While many speech and language patterns can be called "baby talk" and are part of children's normal development, they can become problems if they are not outgrown as expected.

Therefore, it's important to take action if you suspect that your child has a speech or language impairment (or other disability or delay). The next two sections in this fact sheet will tell you how to find this help.
Help for Babies and Toddlers
Since we begin learning communication skills in infancy, it's not surprising that parents are often the first to notice-and worry about-problems or delays in their child's ability to communicate or understand. Parents should know that there is a lot of help available to address concerns that their young child may be delayed or impaired in developing communication skills. Of particular note is the the early intervention system that's available in every state.

Early intervention is a system of services designed to help infants and toddlers with disabilities (until their 3rd birthday) and their families. It's mandated by the IDEA. Through early intervention, parents can have their young one evaluated free of charge, to identify developmental delays or disabilities, including speech and language impairments.

If a child is found to have a delay or disability, staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs as well as the services he or she 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 support their young child's needs. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income.

To identify the EI program in your neighborhood | Ask your child's pediatrician for a referral to early intervention or the Child Find in the state. 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.
Help for School-Aged Children, including Preschoolers
Just as IDEA requires that early intervention be made available to babies and toddlers with disabilities, it requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disability-in this case, a speech or language impairment.

Many children are identified as having a speech or language impairment after they enter the public school system. A teacher may notice difficulties in a child's speech or communication skills and refer the child for evaluation. Parents may ask to have their child evaluated. This evaluation is provided free by the public school system.

If the child is found to have a disability under IDEA-such as a speech-language impairment-school staff will work with his or her parents to develop an Individualized Education Program, or IEP. The IEP is similar to an IFSP. It describes the child's unique needs and the services that have been designed to meet those needs. Special education and related services are provided at no cost to parents.

There is a lot to know about the special education process, much of which you can learn at the Center for Parent Information and Resources (CPIR). We offer a wide range of publications and resource pages on the topic. Enter our special education information at: http://www.parentcenterhub.org/repository/schoolage/

Educational Considerations

Communication skills are at the heart of the education experience. Eligible students with speech or language impairments will want to take advantage of special education and related services that are available in public schools.

The types of supports and services provided can vary a great deal from student to student, just as speech-language impairments do. Special education and related services are planned and delivered based on each student's individualized educational and developmental needs.

Most, if not all, students with a speech or language impairment will need speech-language pathology services. This related service is defined by IDEA as follows:

(15) Speech-language pathology services includes-

(i) Identification of children with speech or language impairments;

(ii) Diagnosis and appraisal of specific speech or language impairments;

(iii) Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;

(iv) Provision of speech and language services for the habilitation or prevention of communicative impairments; and

(v) Counseling and guidance of parents, children, and teachers regarding speech and language impairments. [34 CFR §300.34(c)(15)]

Thus, in addition to diagnosing the nature of a child's speech-language difficulties, speech-language pathologists also provide:

individual therapy for the child;

consult with the child's teacher about the most effective ways to facilitate the child's communication in the class setting; and

work closely with the family to develop goals and techniques for effective therapy in class and at home.

Speech and/or language therapy may continue throughout a student's school years either in the form of direct therapy or on a consultant basis.

Assistive technology (AT) can also be very helpful to students, especially those whose physical conditions make communication difficult. Each student's IEP team will need to consider if the student would benefit from AT such as an electronic communication system or other device. AT is often the key that helps students engage in the give and take of shared thought, complete school work, and demonstrate their learning.

Tips for Teachers

- Learn as much as you can about the student's specific disability. Speech-language impairments differ considerably from one another, so it's important to know the specific impairment and how it affects the student's communication abilities.

- Recognize that you can make an enormous difference in this student's life! Find out what the student's strengths and interests are, and emphasize them. Create opportunities for success.

-If you are not part of the student's IEP team, a sk for a copy of his or her IEP. The student's educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive.

- Make sure that needed accommodations are provided for classwork, homework, and testing. These will help the student learn successfully.

- Consult with others (e.g., special educators, the SLP) who can help you identify strategies for teaching and supporting this student, ways to adapt the curriculum, and how to address the student's IEP goals in your classroom.

- Find out if your state or school district has materials or resources available to help educators address the learning needs of children with speech or language impairments. It's amazing how many do!

- Communicate with the student's parents. Regularly share information about how the student is doing at school and at home.

Tips for Parents

- Learn the specifics of your child's speech or language impairment. The more you know, the more you can help yourself and your child.

- Be patient. Your child, like every child, has a whole lifetime to learn and grow.

- Meet with the school and develop an IEP to address your child's needs. Be your child's advocate. You know your son or daughter best, share what you know.

- Be well informed about the speech-language therapy your son or daughter is receiving. Talk with the SLP, find out how to augment and enrich the therapy at home and in other environments. Also find out what to do!

- Give your child chores. Chores build confidence and ability. Keep your child's age, attention span, and abilities in mind. Break down jobs into smaller steps. Explain what to do, step by step, until the job is done. Demonstrate. Provide help when it's needed. Praise a job (or part of a job) well done.

- Listen to your child. Don't rush to fill gaps or make corrections. Conversely, don't force your child to speak. Be aware of the other ways in which communication takes place between people.

- Talk to other parents whose children have a similar speech or language impairment. Parents can share practical advice and emotional support. See if there's a parent nearby by visiting the Parent to Parent USA program and using the interactive map.

- Keep in touch with your child's teachers. Offer support. Demonstrate any assistive technology your child uses and provide any information teachers will need. Find out how you can augment your child's school learning at home.

Readings and Articles

We urge you to read the articles identified in the References section. Each provides detailed and expert information on speech or language impairments. You may also be interested in:

Speech-Language Impairment: How to Identify the Most Common and Least Diagnosed Disability of Childhood
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2491683/
Organizations to Consult
ASHA | American Speech-Language-Hearing Association
Information in Spanish | Información en español. 1.800.638.8255 |
actioncenter@asha.org | www.asha.org
NIDCD | National Institute on Deafness and Other Communication Disorders1.800.241.1044 (Voice) | 1.800.241.1055 (TTY)
nidcdinfo@nidcd.nih.gov | http://www.nidcd.nih.gov/
Cleft Palate Foundation
1.800.242.5338 | http://www.cleftline.org
Childhood Apraxia of Speech Association of North America | CASANA
http://www.apraxia-kids.org
National Stuttering Foundation
1.800.937.8888 | info@WeStutter.org | http://www.nsastutter.org/

Stuttering Foundation
1.800.992.9392 | info@stutteringhelp.org | http://www.stuttersfa.org/

References

1 | Minnesota Department of Education. (2010). Speech or language impairments. Online at:
http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/SpeechLangImpair/index.html

2 | Boyse, K. (2008). Speech and language delay and disorder. Retrieved from the University of Michigan Health System website: http://www.med.umich.edu/yourchild/topics/speech.htm

4 | American Speech-Language-Hearing Association. (n.d.). Speech sound disorders: Articulation and phonological processes. Online at: http://www.asha.org/public/speech/disorders/speechsounddisorders.htm

5 | Cincinnati Children's Hospital. (n.d.). Speech disorders. Online at: http://www.cincinnatichildrens.org/health/s/speech-disorder/

6 | National Institute on Deafness and Other Communication Disorders. (2002). What is voice? What is speech? What is language? Online at:
http://www.nidcd.nih.gov/health/voice/pages/whatis_vsl.aspx

7 | American Academy of Otolaryngology - Head and Neck Surgery. (n.d.). About your voice. Online at: http://www.entnet.org/content/about-your-voice

8 | Boyse, K. (2008). Speech and language delay and disorder. Retrieved from the University of Michigan Health System website: http://www.med.umich.edu/yourchild/topics/speech.htm

9 | Encyclopedia of Nursing & Allied Health. (n.d.). Language disorders. Online at: http://www.enotes.com/nursing-encyclopedia/language-disorders

11 | U.S. Department of Education. (2010, December). Twenty-ninth annual report to Congress on the Implementation of the Individuals with Disabilities Education Act: 2007. Online at: http://www2.ed.gov/about/reports/annual/osep/2007/parts-b-c/index.html

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Table of Contents Christina is a speech-language pathologist. She works with children and adults who have impairments in their speech, voice, or language skills. These impairments can take many forms, as her schedule today shows. First comes Robbie. He's a cutie pie in the first grade and has recently been diagnosed with childhood apraxia of speech-or CAS.

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What Causes a Speech or Language Disorder? 

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What Causes a Speech or Language Disorder? 

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Speech/Language disorders can stem from a physical or an emotional challenge that the child faces. For example:

Physical challenges might include:

Problems with the mouth, teeth, tongue, jaw, etc. These problems may get in the way of forming sounds, articulating words, or using the tongue and teeth effectively.

Nerve damage that affects the brain or speech production muscles.

Hearing loss

Throat or mouth cancer

Other challenges may include:

Trauma or extreme emotional stress

Genetic abnormalities.

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Definition

A speech disorder is a condition in which a person has problems creating or forming the speech sounds needed to communicate with others. This can make the child's speech difficult to understand.

Common speech disorders are:

Articulation disorders

Phonological disorders

Disfluency

Voice disorders or resonance disorders

Speech disorders are different from language disorders in children. Language disorders refer to someone having difficulty with:

Getting their meaning or message across to others (expressive language)

Understanding the message coming from others (receptive language)

Alternative Names

Articulation deficiency; Articulation disorder; Phonological disorder; Voice disorders; Vocal disorders; Disfluency; Communication disorder - speech disorder; Speech disorder - stuttering; Cluttering; Stammering; Childhood onset fluency disorder

Causes

Speech is one of the main ways in which we communicate with those around us. It develops naturally, along with other signs of normal growth and development. Disorders of speech and language are common in preschool age children.

Disfluencies are disorders in which a person repeats a sound, word, or phrase. Stuttering may be the most serious disfluency. It may be caused by:

Genetic abnormalities

Emotional stress

Any trauma to brain or infection

Articulation and phonological disorders may occur in other family members. Other causes include:

Problems or changes in the structure or shape of the muscles and bones used to make speech sounds. These changes may include cleft palate and tooth problems.

Damage to parts of the brain or the nerves (such as from cerebral palsy) that control how the muscles work together to create speech.

Hearing loss.

Voice disorders are caused by problems when air passes from the lungs, through the vocal cords, and then through the throat, nose, mouth, and lips. A voice disorder may be due to:

Acid from the stomach moving upward (GERD)

Cancer of the throat

Cleft palate or other problems with the palate

Conditions that damage the nerves that supply the muscles of the vocal cords

Laryngeal webs or clefts (a birth defect in which a thin layer of tissue is between the vocal cords)

Noncancerous growths (polyps, nodules, cysts, granulomas, papillomas, or ulcers) on the vocal cords

Overuse of the vocal cords from screaming, constantly clearing the throat, or singing

Hearing loss

Symptoms

DISFLUENCY

Stuttering is the most common type of disfluency.

Symptoms of disfluency can include:

Repetition of sounds, words, or parts of words or phrases after age 4 (I want...I want my doll. I...I see you.)

Putting in (interjecting) extra sounds or words (We went to the...uh...store.)

Making words longer (I am Boooobbby Jones.)

Pausing during a sentence or words, often with the lips together

Tension in the voice or sounds

Frustration with attempts to communicate

Head jerking while talking

Eye blinking while talking

Embarrassment with speech

ARTICULATION DISORDER

The child is not able to produce speech sounds clearly, such as saying "coo" instead of "school."

Certain sounds (like "r", "l", or "s") may be consistently distorted or changed (such as making the 's' sound with a whistle).

Errors may make it hard for people to understand the person (only family members may be able to understand a child).

PHONOLOGICAL DISORDER

The child does not use some or all of the speech sounds to form words as expected for their age.

The last or first sound of words (most often consonants) may be left out or changed.

The child may have no problem pronouncing the same sound in other words (a child may say "boo" for "book" and "pi" for "pig", but may have no problem saying "key" or "go").

VOICE DISORDERS

Other speech problems include:

Hoarseness or raspiness to the voice

Voice may break in or out

Pitch of the voice may change suddenly

Voice may be too loud or too soft

Person may run out of air during a sentence

Speech may sound odd because too much air is escaping through the hose (hypernasality) or too little air is coming out through the nose (hyponasality)

Exams and Tests

Your health care provider will ask about your child's developmental and family history. The provider will do some neurological screening and check for:

Fluency of speech

Any emotional stress

Any underlying condition

Effect of speech disorder on daily life

Some other evaluation tools used to identify and diagnose speech disorders are:

Denver Articulation Screening Examination.

Leiter International Performance scale-3.

Goldman-Fristoe Test of Articulation 3 (GFTA-3).

Arizona Articulation and Phonology Scale 4th Revision (Arizona-4).

Prosody-voice screening profile.

A hearing test may also be done to rule out hearing loss as a cause of the speech disorder.

Treatment

Children may outgrow milder forms of speech disorders. The type of treatment will depend on the severity of the speech disorder and its cause.

Speech therapy may help with more severe symptoms or any speech problems that do not improve.

In therapy, the therapist may teach your child how to use their tongue to create certain sounds.

If a child has a speech disorder, parents are encouraged to:

Avoid expressing too much concern about the problem, which can actually make matters worse by making the child more self-conscious.

Avoid stressful social situations whenever possible.

Listen patiently to the child, make eye contact, don't interrupt, and show love and acceptance. Avoid finishing sentences for them.

Set aside time for talking.

Support Groups

The following organizations are good resources for information on speech disorder and its treatment:

Outlook (Prognosis)

Outlook depends on the cause of the disorder. Speech can often be improved with speech therapy. Early treatment is likely to have better results.

Possible Complications

Speech disorders may lead to challenges with social interactions due to difficulty communicating.

When to Contact a Medical Professional

Call your provider if:

Your child's speech is not developing according to normal milestones.

You think your child is in a high-risk group.

Your child is showing signs of a speech disorder.

Prevention

Hearing loss is a risk factor for speech disorders. At-risk infants should be referred to an audiologist for a hearing test. Hearing and speech therapy can then be started, if necessary.

As young children begin to speak, some disfluency is common, and most of the time, it goes away without treatment. If you place too much attention on the disfluency, a stuttering pattern may develop.

References

American Speech-Language-Hearing Association website. Voice disorders. www.asha.org/Practice-Portal/Clinical-Topics/Voice-Disorders/. Accessed April 12, 2022.

Simms MD. Language development and communication disorders. In: Kliegman RM, St. Geme JW, Blum NJ, Shah SS, Tasker RC, Wilson KM, eds. Nelson Textbook of Pediatrics. 21st ed. Philadelphia, PA: Elsevier; 2020: chap 52.

Trauner DA, Nass RD. Developmental language disorders. In: Swaiman KF, Ashwal S, Ferriero DM, et al, eds. Swaiman's Pediatric Neurology: Principles and Practice. 6th ed. Philadelphia, PA: Elsevier; 2017:chap 53.

Zajac DJ. Evaluation and management of speech disorders for the patient with cleft palate. In: Fonseca RJ, ed. Oral and Maxillofacial Surgery. 3rd ed. St Louis, MO: Elsevier; 2018:chap 32.

Version Info

Last reviewed on 2/24/2022

Neil K. Kaneshiro, MD, MHA, Clinical Professor of Pediatrics, University of Washington School of Medicine, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team.

A.D.A.M., Inc. is accredited by URAC, also known as the American Accreditation HealthCare Commission (www.urac.org). URAC's accreditation program is the first of its kind, requiring compliance with 53 standards of quality and accountability, verified by independent audit. A.D.A.M. is among the first to achieve this important distinction for online health information and services. Learn more about A.D.A.M.'s editorial process. A.D.A.M. is also a founding member of Hi-Ethics (www.hiethics.com) and subscribes to the principles of the Health on the Net Foundation (www.hon.ch).

The information provided herein should not be used during any medical emergency or for the diagnosis or treatment of any medical condition. A licensed physician should be consulted for diagnosis and treatment of any and all medical conditions. Call 911 for all medical emergencies. Links to other sites are provided for information only -- they do not constitute endorsements of those other sites. Copyright 2002 A.D.A.M., Inc. Any duplication or distribution of the information contained herein is strictly prohibited.

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Speech and Language Disorders - Symptoms and Causes

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A speech disorder is a condition in which a person has problems creating or forming the speech sounds needed to communicate with others.

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There are a number of apps and web programs that are specifically developed to help students and children with speech and language disorders. For example:

"Expressable" - an app that helps connect families to speech-language pathologists in their area to get support from qualified professionals. Children can receive live therapy through Zoom and get the help they need, even if they're not in the classroom or school to get help from a district professional. (https://techcrunch.com/2021/05/06/expressable-seed/)

SpeechFirst - an app that uses artificial intelligence to "listen" to children with speech-language disorders and help create a plan for them to practice and improve the speech or language impairment (https://www.med-technews.com/news/ai-and-vr-in-healthcare/ai-powered-speech-and-language-therapy-app-could-reach-2-5m-/)

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The biggest technology used to help someone with a significant speech impediment is an Augmentative and Alternative Communication (AAC) device. This might be something like a touchboard with pictures that a child can use to express ideas, or it could be something more sophisticated like a keyboard, touchscreen, or text-to-talk device. All of these give children with severe speech impediments the ability to communicate their wants and needs.

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Most people take being able to communicate without assistance for granted every day. There are people all over the world who are hearing, voice, speech, and language impaired, and it can be difficult for them to communicate their needs to others without using devices. Some people who are hearing, voice, speech, or language impaired were born with these disabilities and might not know any different. Others might have lost their hearing or ability to communicate due to illnesses, age, or even accidents.

Those without impairments don't think twice when they pick up the phone to call someone or communicate their needs with family members. Not only is it a luxury to be able to communicate, but it is also a need. Being able to communicate keeps us safe. If the only way to know there is a fire in your home is to be woken up by a fire alarm, what about a person who is hard of hearing?

Those with impairments will need assistive devices for daily activities that most of us don't think twice about. It is also important to note that these people with impairments are protected under the Americans with Disabilities Act (ADA). Here is all you need to know about assistive devices.

Any type of technology or additional device that assists a person in communicating is considered to be an assistive device. These devices might also be referred to as assistive technology. These two phrases can be used interchangeably and basically have the same definition. It is an umbrella term, and these devices help people who are hearing, voice, speech, or language impaired communicate with others. There are a variety of devices that are able to assist people with communication needs, and depending on the specific need of the person, a particular device may be chosen to best suit their disability.

A person who is impaired has not necessarily lost all their ability to speak, hear, or communicate. They might have lost their hearing over the years, or maybe they had an illness that damaged their abilities in some way. An example of an assistive device might be hearing aids due to a person having difficulty hearing, but they may not be completely deaf. The hearing aids might be able to help them hear better than they would without wearing the device. A student might need additional assistive technology while in school to amplify the teacher's voice. There are also other devices that help people communicate. Children or adults that have been diagnosed with autism, and are nonverbal, may use an assistive device to communicate with family members and caregivers.

These are just a few examples of the different types of assistive technology. There are many devices that help people to speak, communicate and hear if they are impaired in some way. While some people may be impaired for their whole lives, others might need to use assistive devices for a short period of time during recovery from an accident, illness, or operation. These devices and technologies are used to improve the quality of life and safety of individuals who are hearing, voice, speech, or language impaired.

Important Terminologies to Know

Before diving into more specific information, it is important to understand the terminology and the difference in certain types of devices. There are three main types of assistive devices to know about. They are Assistive listening devices (ALDs), Augmentative and alternative communication (AAC) devices, and Alerting devices. Each of these technologies falls under the umbrella term assistive devices, but they all have their own purposes, which are dependent on what kind of impairment a person has. Not all ALDs are appropriate for all impairments. This is the same with AAC and alerting devices. Here is what you need to know about each of the types of devices.

Assistive listening devices (ALDs) - These devices help to improve a person's hearing. They intensify the sounds whether the subject talking is far away, or if there is a lot of noise in the background that might make it difficult for someone to hear. Cochlear implants are one type of assistive listening devices, and so are hearing aids. The purpose of these devices is for the person to hear certain sounds more distinctly so that they can hear others. These devices would help those that are hearing impaired.

Augmentative and alternative communication (AAC) devices - These devices allow people with speech and language impairments to express their wants and needs. A computer program that turns speech into text or text into speech would be considered an augmentative and alternative communication device. Another example would be a picture board that allows the person to click on a picture or word that expresses what they are trying to say. There are also talk and type devices that can be considered as AAC devices. These allow a person to type what they need to say, and the program will say it for them.

Alerting Devices - Alerting devices are important for a person's safety. These devices might be attached to some kind of an alarm, telephone, or doorbell. They would assist in alerting the person that someone has arrived or is trying to call. They can also assist in the case of an emergency, when a person who is hearing impaired would not otherwise be able to hear or know that an alarm is going off. If you have ever been in a school or public building where a fire alarm is going off, you might have noticed that there is usually a flashing light on the alarms. This is something that is required by law, so that those with disabilities can be aware of what is happening.

Types of Assistive Listening Devices

Within each category of assistive devices, there are specific types of each. Assistive listening devices help a person to be able to hear better. There are devices such as personal amplifiers, infrared systems, FM systems, and hearing loop systems. These devices each have their own unique purpose and specialties. They are discussed below.

Hearing Loop Systems

These systems can also be called induction loop systems. Their main purpose is to energy emitted by electromagnetic waves that transmit sound. It has four parts. The four parts are a sound source, amplifier, thin wire within the area, the receiver, which is worn on the person's ears, either inside or as a headset. The person who is hard of hearing will wear the headset and must be within the range of the loop. Usually, receivers can also be built into hearing aids or cochlear implants. The sound in the room will travel through the loop from the microphones or sound source.

When using a hearing loop system, the sound is very clear, and will cut out any background noise happening on the look. These systems may be found in public buildings, televisions or other listening sources. There are portable devices that those in need can carry around with them. The advantages of this kind of listening device is that the sound is clearer, and it gets rid of background noise. It makes it easier for a person to hear what is going on in a meeting, on the TV, or in other settings. These systems are complex and may experience disturbances, which can make it difficult to hear.

FM Systems

These devices will pick up sounds and transmit them through radio signals. The speaker usually has a microphone that is set up to transmit the sounds to a receiver worn by a person who is hearing impaired. It is common for this type of device to be used in a classroom with a student that might need the sounds amplified to hear better. An FM system might instead be used with a telecoil inside the hearing aid or cochlear implants that picks up sounds from a wire coil around their neck. This system converts the sounds into magnetic signals that are picked up by the telecoil. FM systems are often used in public places and can be used from up to 300 feet away, depending on the device. If there are multiple systems within an area, they might need to be on different channels to avoid interference.

The advantages of these types of systems are they make it easier for a person to follow what the speaker is saying, participate and hear in a one-on-one conversation, and it can also cut out distracting background noise. One thing to remember when using an FM system if you are the speaker is to turn it off when you are talking to someone else, or when it doesn't need to be on. If you continue to speak when a student is trying to do their work, it could become distracting. It does take some time to get used to turning them on and off when needed.

Infrared Systems

These devices use infrared light that transmits sounds. The sound is converted to a light signal by the transmitter. It then sends it to the receiver, worn by the listener. The receiver then has to convert the signal back to sound. This system can be similar to the FM system because it can also involve a telecoil worn by the listener around their neck. The signal is then transferred to a magnetic signal that can help them to hear what the speaker is saying. A benefit to this type of system, and what makes it different than the FM system or loop system, is that it cannot pass the infrared signals through walls.

One place where this is particularly helpful is in courtrooms or anywhere that information is discussed and needs to stay confidential. These systems will also not interfere with other systems, so that is another advantage. One disadvantage is that they cannot be used where there are a lot of light sources that will interfere with the system, so using them outside or in well-lit rooms will not be helpful.

Personal Amplifiers

Personal amplifiers are devices that are about the size of a cell phone and help to amplify sounds as well as reduce any distracting background noise for the listener. They are most useful in places where the three previously mentioned devices are unavailable. They are helpful when using them while watching tv, driving or riding in a car, and being outside. They contain a microphone that can be directed at the speaker, so their voice can be increased in volume for the listener. The receiver that can pick up the sounds is usually in the form of a headset or earphones.

Face-to-face Augmentative and Alternative Communication

Augmentative and Alternative Communication (AAC) devices help people that have limited speech, or an inability to speak. One of the most common types of face-to-face AAC devices is a picture board that has a touchscreen. The person can pick pictures that help them to communicate their wants and needs. For someone who might be paralyzed or unable to move their limbs, they might choose to wear a pointer that can shine a tiny red dot on the picture they want to choose. Most of the boards can be customized based on the person's age, knowledge, interests, and particular needs.

In addition, there are also keyboards and touchscreens that can display text to help a person communicate their needs. Devices can also generate speech based on words or pictures chosen by the person with communication difficulties. The software can be used that helps their words be translated into speech. The speech may not be their own voice, but usually, the type of voice used can be chosen. For example, they might choose whether the voice is male or female, has an accent, and could be a child or an adult. For this one, think about how you can pick the kind of voice Siri or your GPS has. It is similar to that. These devices allow for a person to communicate with those around them, and again, are chosen based on the abilities and needs of the person.

Telephone Communication Devices

It can be difficult for a person with hearing, speech, voice, or language impairments to make and receive telephone calls without assistance. One communication device that has been around for a long time is a TTY or TDD device. While TTY stands for teletype and TDD stands for Telecommunication Device for the Deaf, they are one in the same. Something important to know is that those in the deaf community prefer to use the term TTY instead of TDD. This type of device is not only for those that are deaf or hard of hearing, but can also be used for those with speech or language difficulties.

The TTY machine is a keyboard that can display conversations in text form. They can either be read on a screen or printed out by the user. The person with the impairment should have a machine, but if other recipients do not, they can use a nationwide system that is called the Telecommunications Relay Services (TRS). This is a toll-free service that can be accessed by dialing 711. An operator serves as the translator between these two people trying to communicate.

Since there is so much new technology now, these machines have become almost obsolete. Now people can use this communication device on their computers, mobile phones, and other devices. It has made communicating this way much easier. Text messaging is also a convenient way for those with impairments to communicate. Other minor devices are used for telecommunications. They are voice recognition software that can translate speech into sign language and captioned conversations.

All of these devices help those with voice, speech, language, and hearing impairments to have conversations with people through the telephone and other communication systems.

Alerting Devices and Safety

The safety of those with impairments is the number one important thing to consider when figuring out what types of assistive devices are needed. If a person is unable to hear or is hard of hearing, then they are going to need alerting devices that can indicate to them when an event is happening. Alerting devices are those devices and technology that let a person know there is an emergency, or something is happening. For example, alerts can be put in place to let a person know when someone is at their door.

These devices use signals such as light, vibrations, or higher pitched sounds to alert a person when something is going on. They can be found on doorbells, telephones, alarm clocks, and timers, as well as many other devices. In addition, they can also be used with security systems, fire alarms, smoke detectors and other safety devices to alert a person in the case of an emergency. There are even devices that can be used to alert parents who are hard of hearing that their baby is crying from another room. Usually, remote receivers can be placed in any room and all around the house, so that no matter where the person is, they will receive the alert.

Ongoing Research to Improve Assistive Devices

With technology changing constantly, it is important that continue to update assistive devices, so that those with voice, speech, hearing, and language impairments will continue to live a quality life. Ongoing research is always happening, and data is being collected to ensure that those with impairments are being supported properly. The National Institute on Deafness and Other Communication Disorders (NIDCD) is a group that is constantly funding research on different aspects of assistive technology.

There are two different areas that are important to continue researching. They are in the area of improving devices for those with hearing loss and to improve devices that help non-speaking people. Researchers are constantly looking for new ways to use technology to help those with different degrees of hearing loss. There are teams that are designing new devices based on the research that has been conducted. As of now, they are developing a device that is portable and can be used for messaging with more than two people. In addition, there is also constant research and developments being made in devices used for communicating that rid of excess noise.

When it comes to research being conducted for those that are non-speaking, there are also some developments that are being made. Some research is helping to develop devices that have more natural sounding speech, so it is easier to understand them. A new area of research is in brain-computer interface, which means that devices are being developed that will help someone communicate by using neural signals from a person's brain.

Types of Systems

Alerting and notification systems are those devices that can alert those that are deaf or hard of hearing of different events going on in the house. They can indicate a phone call that is coming in, important alarms that are going off, or even when a baby cries. These devices are not just made for those who are deaf and hard of hearing but can also be great signaling devices for those who can hear and would like to be alerted when something is happening. These devices contain easy-to-get signals in the form of loud noises, vibration, or bright flashing lights. There are a variety of different types of systems such as paging systems, motion systems, and signalers for smoke detectors or carbon monoxide alarms. These systems can help you, and your loved ones stay safe, whether or not you live with someone that is deaf or hard of hearing.

Taking good care of your hearing aids is important to ensure they are doing their job for you. If they are not working properly, you might miss important communication from loved ones. Make sure you have accessories that can help you take care of them, as well as enhance their use. Make sure to maintain them, so that they will last. They can be very expensive to fix or replace. Make sure to have backup batteries, so that you can replace them as soon as you notice the batteries are beginning to not work. You don't want to be without your hearing aids. You can also get accessories that can help you clean them. Cleaning them on a regular basis is important to make sure they are working as needed. If they get dirty, it can affect how well you can hear. You can also get dryers and dehumidifiers, as well as protectors to keep them good as new.

Do you often partake in activities that involve a lot of noise? Mowing the lawn, weed whacking, using noisy equipment, and even attending car races can damage your hearing. Some jobs also might create a lot of noise that after a while can affect your ability to hear. Noise-induced hearing loss can cause you to become hard of hearing if you are often exposed to loud noises that are over 85 decibels. This is why it is important to use hearing protection if you engage in loud activities on a regular basis. There are a variety of different kinds of headphones that you can choose from to protect your hearing. You can choose from over the head earmuffs, noise canceling earmuffs, or even headphones that can be attached to a worker helmet. If you are in the construction or building industry, it is important that you have access to these types of hearing protection when on the job.

These large area FM and Infrared systems can be used when in vast areas that usually involved a lot of people. These areas that are packed with people can sometimes be hard to use regular equipment in. Large area FMs and Infrared systems are helpful to have if you are in a theater, church, large hall, or courtrooms. If you are hard of hearing, you might want to consider using a large area system if you are frequently in other large public areas. Providing these services in your large public area will help you to comply with laws, such as the Americans with Disabilities Act (ADA) that require you to provide support for those with disabilities, like someone who is hard of hearing. Make sure you have all the accessories needed to go along with your large area FM or infrared system. Tours, which are portable systems, are also available to make hearing in large areas possible for those with hearing damage or loss.

Loop systems and receivers are useful devices for those that are hard of hearing when in a classroom, home, or other public areas. A loop system is an assistive listening device (ALD) that can help those who have difficulty hearing when in a room or public building. They are also used in education and for everyday living spaces where there is a person that is hard of hearing. The loop system can amplify sound when it is connected to a loop wire that sends sound signals to hearing aids. There are many different options for amplifiers and systems to choose from. A portable system is also available. You can either purchase the whole system together, or can purchase it in pieces as needed. This allows parts that are damaged to be replaced or updated without having the buy a whole new system. Loop telecoil receivers can also be purchased separately.

Personal amplifiers are great devices that can be used to heighten sound for a person who is hard of hearing. These devices allow people to have a better one-on-one conversation in group settings. It can also help to reduce background noise, making hearing and communicating much easier for someone that is hard of hearing. Personal sound amplifiers (PSAPs) do not have to be a device that calls attention to you. They are discreet, so that a person can feel comfortable using them in a group setting. The devices are worn in the ear of the person needing to hear. There are also person FM systems that can be worn by individuals for the same reasons. They are great for being in a church, classroom, or other public spaces. A person who needs assistance with hearing would wear the device and point the microphone in the direction of the speaker to pick up the sound.

Speech assistant equipment can help anyone who has difficulty speaking or communicating with others. Perhaps they are nonverbal, are recovering from an accident or procedure, or are elderly and unable to communicate like they used to. These devices can help them to be sure their daily needs are met. They come in many different forms. These devices might involve a microphone to amplify a person's speech that is weak, and can also come as a telephone device to assist with conversations. This kind of technology is also great for those that work in noisy environments and need assistance when it comes to speaking. Other devices can also help children in schools to slow down their speech, so those around them can understand what they are trying to say. These speech amplifiers and assistive technology can help anyone that has a difficult time communicating their needs and wants to other people.

Have you ever watched a TV program without the sound on? If you have, then you know how boring that can be. If you haven't, you are lucky. Those that are hard of hearing and enjoy watching TV can benefit from using TV listening amplifiers. These devices can come in different forms, such as loop systems, headphone listeners, or speaker listeners. These useful devices will help to amplify the sound from the TV to a person's hearing aids so that they will be able to hear the TV. Only their hearing aids will hear the amplified sound so that they won't bother other viewers. The wireless listening systems are easy to set up in the home, and can even be attached to your furniture, so you will always know where it is when you need it. Those that are hard of hearing can benefit from using TV listening amplifiers, so they can enjoy any TV program they want.

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Assistive Devices for Impairments in Hearing, Voice, Speech, and Language

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Most people take being able to communicate without assistance for granted every day. There are people all over the world who are hearing, voice, speech, and language impaired, and it can be difficult for them to communicate their needs to others without using devices.

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Assistive Technology - In the Time of COVID

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Assistive Technology - In the Time of COVID

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With the introduction of masks both in and out of the classroom, there have been an increase in difficulties both for children who are developing in their speech, and children who already have speech-language impairments. The use of a mask can hinder children's speech/language development for a number of reasons:

The use of a mask prevents the child from seeing the shapes a mouth makes as the mouth forms syllables, sounds, etc.

The use of a mask dampens the sound of a voice, making it more difficult for a child to hear and process language.

The use of a mask prevents the child from seeing non-verbal cues like smiling or frowning.

There are a few things that can be done to assist in the development of speech-language impairments while wearing a mask. Some of these assistive technologies could include:

Clear masks that allow the child to see the speaker's mouth.

Images & gestures that the speaker uses to convey ideas while speaking with a mask.

Eye contact & body language while wearing the mask.

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Hand Washing:
Upon arrival at your home, your therapist will wash their hands with soap and water and/or use hand sanitizer. We ask that you and your child also wash your hands and/or use hand sanitizer upon your therapist's arrival.

Facemasks:
We are asking our therapists to wear masks upon entering your home and throughout your child's session. That said, we understand that some children have adverse reactions to seeing adults in masks and will leave it up to you and your therapist to decide your comfort level while still taking safety precautions.

We ask that parents and caregivers also follow the guidelines and wear masks when sitting in on sessions. We will not enforce that policy, but we do kindly ask for compliance.

As for your child, we realize that masks may not be appropriate for every child so we will not enforce the rule that children over the age of 2 should wear a mask. However, if your therapist insists that your child wear a mask, then that will be a requirement directly between the two of you. We respect our therapists' individual comfort levels with safety precautions and ask that you respect them as well.
Protocol Acknowledgment and Health Certification:
Before your child's first in-person session, we are asking clients to submit an acknowledgment of these protocols and a health certification, which you can find here. Thank you again for your cooperation and for helping all of us stay healthy!

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How Masks Impact Communication | TherapyWorks | Kids

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Hand Washing: Upon arrival at your home, your therapist will wash their hands with soap and water and/or use hand sanitizer. We ask that you and your child also wash your hands and/or use hand sanitizer upon your therapist's arrival. Facemasks: We are asking our therapists to wear masks upon entering your home and throughout your child's session.

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For many children with speech-language impairments, hearing and processing sound has a major impact on their ability to produce sounds. In order to help children hear better, they may use a few different resources such as:

Electronic Fluency Devices: These are devices that change the sound of the user's voice so that it is slower, faster, or at a higher/lower pitch to help with comprehension. These devices might also slow down, speed up, or change the pitch of the speaker's voice so that the user can understand better (these usually take the form of a microphone headset or a hearing aid).

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LibGuides: Speech Disorders: Common Assistive Technologies

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This guide provides resources about speech disorders.

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High Incidence-                 Friend & Bursuck (2012)  

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High Incidence-                 Friend & Bursuck (2012)  

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"Students with high-incidence disabilities make up 80% of all students with disabilities."

Learning disabilities or learning differences are under this category of high incidence along with speech and language impairments, emotional disturbances, and mild intellectual disabilities.

Friend and Bursuck (2012) conclude that "students with High-Incidence disabilities are often hard to distinguish from their peers, especially in non-school settings" since people, and children especially, may exhibit similar behavior towards play or school time. These students will usually also display a combination of academic, behavioral and social problems. However, with carefully planned and structured interventions (like assistive technologies), students with high incidence disabilities can definitely meet the same standards as students without disabilities.

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

1. Often hard to distinguish from students without disabilities, especially in non-school settings.

2. Often display a combination of academic, behavioral and social problems.

3. Can meet same standards as students without disabilities when highly structured interventions are put into place.

High-Incidence disabilities include the following IDEA categories:

Speech and Language Impairment - communication disorder that adversely affects a child's educational disorder. Includes:

stuttering

impaired articulation

language or voice impairment

Learning Disabilities - disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. May manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Does not apply to learning problems primarily the result of visual, hearing, motor disabilities, mental retardation, emotional disturbance, or environmental, cultural, or economic disadvantage. DOES Include:

perceptual disabilities

Brain injury

minimal brain disfunction

dyslexia

developmental aphasia

Foster listening skills - praise for good listening skills to reinforce concept. Teaching listening skills is a great way manage socialization and behavior and it also creates a respectful atmosphere. In addition, the teacher can model appropriate language.

Make changes to classroom environment - each child is different. Changes in seating arrangement and availability of resources may be a factor in keeping students on task

Engage students in meaningful tasks - Students who are motivated engage in learning more often

Create opportunities for social interaction - This not only gives an opportunity to students with language issues to practice, it allows for students to learn from each other.

Create a behavioral management system - set rules, set consequences, and follow through.

Emotional Disturbance - condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, adversely affecting educational performance. (DOES NOT INCLUDE students who are socially maladjusted):

an inability to learn that cannot be explained by intellectual, sensory, or health factors

an inability to build or maintain satisfactory interpersonal relationships with peers and teachers

a general or pervasive mood of unhappiness or depression

inappropriate types of behaviors or feelings under normal circumstances

tendency to develop physical symptoms or fears associated with personal or school problems.

schizophrenia

Mild Intellectual Disabilities - below average functioning (IQ 55-70)

General accommodations and modifications for students with High-Incidence disabilities:

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High-Incidence Disabilities - Inclusion Resource

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Students with high-incidence disabilities make up 80% of all students with disabilities. Friend and Bursuck (2012) say students with High-Incidence disabilities share these characteristics:

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spellcheckers, mind-mapping tools, text-to-speech, talking word processors (and in general, laptops/desktops & Chrome have built-in tools for reading), calculators

various forms of submission of student work, computer based programs such as touch-typing, smart pens

annotation tools, screen- recorded feedback

teacher reflection journal (continuous notes on strategies/what works-what doesn't, research, tools etc.)

Non-tech tools/strategies:

explicit directions, visual/graphic organizers

multi-sensory learning (hands-on, physical materials)

annotation strategies, fill-in-the blank worksheets/journals

extended time/specific plans, evaluate learning based on effort & ideas

promoting positive social behavior & confidence, working with parents, clean/focused work space

teacher reflection journal (continuous notes on strategies/what works-what doesn't, research, tools etc.)

Educators who apply these kinds of interventions & assistive tools:

break learning into small steps;

ask a lot of questions (check for understanding visually or verbally);

give regular, quality feedback using techniques that work for students;

use diagrams, graphics and pictures to express/explain content or ideas;

give students some independence with such interventions/tools but also leave room for students to feel comfortable enough to reach out for assistance;

model instructional practices/demonstrate examples;

give students time to provide feedback to teachers on how tools/strategies have worked for them;

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Before planning interventions for any student whether it be using assistive technologies or non-tech interventions, you must consider the background information of the students you're working with.

Take time to look at samples of previous work, talk to previous teachers if possible, strengths & weaknesses of student, triggers, previous work/portfolios etc. Find out how they enjoy learning! Then, start digging deeper into interventions!

Aim for create learning activities that allow students to work (or shine) with their strengths! This is what we call differentiating instruction!---"Often times it is based on making decisions in the moment!"

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Eye to Eye: Learning Disabilities Become Strengths

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The IDEA defines traumatic brain injuries as an injury to the brain caused by an external physical force, which results in complete or partial functional disability or psychosocial impairment, or both that adversely affects a child's educational performance.

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Falls

Falls down the stairs, in  the tub, from a bed or ladder, and other falls are common among young children and older adults.

Vehicle-Related Collisions

Usually involve cars, motorcycles and bicycles

Pedestrians involved in these collisions also tend to suffer from a TBI

Sports Injuries

Can occur from a number of sports: boxing, football, soccer, baseball, hockey, lacrosse, skateboarding, and other high-impact or extreme sports

Violence

Includes domestic violence, gun shot wounds, child abuse, and other assaults

Explosive blasts and other combat injuries

Typically in active-duty military personnel

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According to the CDC, 1.5 million Americans sustain a traumatic brain injury, annually.

Approximately two percent of the population, 5.3 million people, are living with a disability due to a TBI.

Traumatic brain injuries are a leading cause of death and lifelong disability among children and young adults in the U.S..

The highest rates of traumatic brain injuries are among individuals 15-24 years of age.

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Large print texts/books

Checklists to keep up with tasks

Labels

Handheld microcomputer (i.e PalmPilot)

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Talking clocks and calendars to remind an individual of  important dates, times, and events

Voice recorders for reminders

Alarms for reminders

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Canes, walkers, wheelchairs, or crutches.

Eye patches or prism glasses

Braces or splints to support weak joints or limit joint movement

Special beds that improve circulation and limit bed sores

Yoga and meditation

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Due to the wide range of newly acquired deficits, students should be provided with:

Magnifying glasses to enlarge texts/books

Touch-fastener grips for writing

Books with large text

Tape recorders

Calculators

Timers and alarms

Electronic spellers

Memory notebook-may contain maps, feelings log, checklists, etc.)

Audio books

Carbon paper notes

Graphic organizers

Teacher Actions:

Give simple explanations

Provide student with a goal or skill that they need to master and an explanation at their level

Break tasks into smaller steps and provide a demonstration

Provide clearly stated directions and ask the student to repeat it

Allow students to respond and a pace that is comfortable for them

Frequent use of verbal praise

Provide immediate feedback or correction about behaviors

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Bowen, J. M. (2018, August 15). Classroom Interventions for Students with Traumatic Brain Injuries. BrainLine. https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries.

CEMM Virtual Library . (n.d.). Assistive Devices. Traumatic Brain Injury - Assistive Devices. https://tbi.cemmlibrary.org/The-Caregiver%E2%80%99s-Journey/Chapter-Five/Preparing-for-the-Transition-to-Home/Assistive-Devices.

Centers for Disease Control and Prevention. (2016, January 22). Report to Congress: Traumatic Brain Injury in the United States. Centers for Disease Control and Prevention. https://www.cdc.gov/traumaticbraininjury/pubs/tbi_report_to_congress.html.

Mayo Foundation for Medical Education and Research. (2021, February 4). Traumatic Brain Injury. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557.

WETA Public Television. (2017, May 27). Assistive Technology for Individuals with Traumatic Brain Injury. BrainLine. https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury.

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Students with Learning Differences, Zacharo Diamanto Gialama Moreland...

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Students with Learning Differences, Zacharo Diamanto Gialama Moreland...: Students with Learning Differences, Zacharo Diamanto Gialama Moreland University May 2021 , :question:

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Check out my diagram at Lucidchart. Make your own diagram or flowchart and share it with your friends. - http://lucidchart.com

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Special Educational Referral Process ( Link Below)

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Special Educational Referral Process ( Link Below)

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SPECIAL EDUCATION REFERRAL PROCESS, The IEP is implemented and monitored...

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SPECIAL EDUCATION REFERRAL PROCESS, The IEP is implemented and monitored...: SPECIAL EDUCATION REFERRAL PROCESS, The IEP is implemented and monitored by specialist, educators and parents. Educational professionals utilize educational tools such as therapy, technology and special classes to ensure success., SPECIAL EDUCATIONAL REFFERAL PROCESS BY NADINE AYASH

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How to assess need in my class

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Steps for Identifying and Accommodating Students with Need , Step 2-...

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Steps for Identifying and Accommodating Students with Need , Step 2- Collect data, contact parents and make a plan, Step 3- Revaluate, determine success, modify plans, Step 1- Identify Behavior- Class teacher observations, Step 4- Consult the experts (specialists), Step 5- Use recommendations from the specialist to accommodate in/out of the classroom, Randi Assenova

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Mind Map

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Identifying Needs in Music Class - Presentation by Randi Paige-Assenova