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2. Definition: “visual impairment” may be used to describe generally the consequence of an eye condition or disorder. The eye has different parts that work together to create our ability to see. When a part of the eye doesn’t work right or communicate well with the brain, vision is impaired.

Most of us are familiar with visual impairments such as near-sightedness and far-sightedness. Less familiar visual impairments include:

strabismus, where the eyes look in different directions and do not focus simultaneously on a single point;

congenital cataracts, where the lens of the eye is cloudy;

retinopathy of prematurity, which may occur in premature babies when the light-sensitive retina hasn’t developed sufficiently before birth;

retinitis pigmentosa, a rare inherited disease that slowly destroys the retina;

coloboma, where a portion of the structure of the eye is missing;

optic nerve hypoplasia, which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision; and

cortical visual impairment (CVI), which is caused by damage to the part of the brain related to vision, not to the eyes themselves.

2. Assistive Technologies

High-Tech vs Low-Tech

There is no formal differentiation between the two, but of course, low-tech generally refers to the technology that does not require any power source while high-tech usually requires a power source.

Low tech technology might include anything from a large font size book to braille, raised lines guide, telescopes, or magnifying glass.

High-tech would typically include a variety of apps from different operating systems, text to speech technology, video magnifiers, smartphones, CCTV, or electronic glasses like eSight.

Types of Low Vision Aids

There are different categories of assistive technologies based on the function that they serve. These categories include reading assistance, mobility devices, and all-in-one technologies.

Reading Assistance

Audiobooks and electronic books

When talking about audiobooks, a service like Audible will allow users to listen to a book. Electronic books, like the Kindle, allow the reader to adjust the content’s text size and the contrast of the page. A great tool for consuming information and all your learning needs.

Smartphones, tablets, and computers

Most smartphones, tablets, or any other computer screen are customizable to increase accessibility for people with different visual abilities. This also includes your tv screen.  For example, users can increase the size of text, alter the colors of the screen, and use voice commands to access apps and other useful functions. On the App Store and Google Play Store, there are also downloadable apps designated for persons who are visually impaired to help them connect with accessible tools, magnify documents, screen readers, and more.

A computer program or software can assist by reading text out loud to the user, or magnifying text and images on the screen. Low vision users can also opt to buy a larger monitor or television screen to improve visibility. In addition,  some websites have accessibility features tailored to doing all these things.

ESIGHT

Award-Winning Assistive Technology

eSight has been recognized as the best wearable healthcare hardware/software device of 2021 by the Tech Ascension Awards, which honors companies that develop innovative technology in their respective industry. The device looks like a pair of glasses, except they include high tech designed to improve vision beyond a simple lens. Tech Ascension Awards are determined considering technology innovation and uniqueness, market research (analyst reports, media coverage, and customer case studies), hard performance stats, and competitive differentiators. eSight’s Tech Ascension Award proved that this technology solves critical challenges and produces invaluable outcomes for the user.

3. Accommodations

Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student with blindness:

Audiotaped, Brailled, or electronically formatted lecture notes, handouts, and texts

Verbal descriptions of visual aids

Raised-line drawings and tactile models of graphic materials

Braille lab signs and equipment labels; auditory lab warning signals

Adaptive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers)Computer with optical character reader, voice output, Braille screen display and printer output

Resources:

Center for Parent Information & Resources

Assistive Technology for Visually Impaired Individuals: What to Choose and How

Disabilities, Opportunities, Internetworking, and Technology

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1. Definition: What is traumatic brain injury (TBI)?

Traumatic brain injury (TBI) is a sudden injury that causes damage to the brain. It may happen when there is a blow, bump, or jolt to the head. This is a closed head injury. A TBI can also happen when an object penetrates the skull. This is a penetrating injury.

What causes traumatic brain injury (TBI)?

The main causes of TBI depend on the type of head injury:

Some of the common causes of a closed head injury include

Falls. This is the most common cause in adults age 65 and older.

Motor vehicle crashes. This is the most common cause in young adults.

Sports injuries

Being struck by an object

Child abuse. This is the most common cause in children under age 4.

Blast injuries due to explosions

Some of the common causes of a penetrating injury include

Being hit by a bullet or shrapnel

Being hit by a weapon such as a hammer, knife, or baseball bat

A head injury that causes a bone fragment to penetrate the skull

Some accidents such as explosions, natural disasters, or other extreme events can cause both closed and penetrating TBI in the same person.

Who is at risk for traumatic brain injury (TBI)?

Certain groups are at higher risk of TBI:

Men are more likely to get a TBI than women. They are also more likely to have serious TBI.

Adults aged 65 and older are at the greatest risk for being hospitalized and dying from a TBI

2. Assistive technologies

The Visual Assistant is a handheld microcomputer that provides task-prompting support by providing digital pictures, along with custom recorded audio messages that provide step-by-step instructions.

“Home-made” aids are simple solutions for many types of cognitive problems. A large print calendar is an important tool to note daily routines, appointments, special occasions, and future events. For some individuals, reading a clock with hands may be difficult. An alternative choice may be a digital clock displayed in clear view. A Talking Clock and Talking Calendar will announce the time of day and date aloud with the push of a button, and can be accessed as many times as the individual needs the information. For those needing reminders across environments, talking watches with date and time features are also available.

3. Accommodations

Classroom Accommodations:

Allow additional time to complete in-class assignments

Allow for extra or extended breaks

Provide student with instructor’s notes or help student obtain quality notes from other students

Allow student to audio record lectures for later playback

Provide both oral and written instructions; clarify instructions

For lectures, provide student with an outline or study guide when available

Allow use of a portable computer with spelling and grammar checks for assignments and note-taking

In grading work, reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment

Permit referencing a dictionary or thesaurus for assignments

Provide preferential seating at or near the front of the classroom

Reduce quantity of work required, in favor of quality.

Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)

Exempt student from reading aloud in front of classmates because of impaired reading skills.

Test Accommodations:

Allow additional time to complete tests.

Provide for completion of tests in a quiet, individual environment with the goal of minimizing distractions.

Administer long examinations in a series of shorter segments with breaks allowed between sections.

Allow oral examinations and assist student in having responses scribed, as needed.

Assess knowledge using multiple-choice instead of open-ended questions.

Allow student to clarify and explain responses on exams (and assignments).

Permit student to keep a sheet with mathematic formulas for reference, unless memorizing the formulas is required.

Permit student’s use of a calculator.

Permit the student to utilize a dictionary and thesaurus in writing test responses.

If two exams are scheduled on the same day, allow student to reschedule one for another day.

Resources:

Traumatic Brain Injury

Assistive Technology for Individuals

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1. 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.”

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

2. Assistive Technologies

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.

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.

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.

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.

3. Accommodations

- Special education and related services are planned and delivered based on each student’s individualized educational and developmental needs.

- identify the EI program in your neighborhood

- Speech-language pathology services

- individual therapy for the child

Resources:

Center for Parent Information & Resources

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

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1. Definition
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance.

2. Assistive technologies
There are many forms of assistive technology for students who have ED. They range from low technology and high technology. All of the technologies listed below are only a few of the many that can help people who have ED.

- Low technology

Behavior Charts: These are easy low-tech devices that can be used regularly to keep a student on track throughout the day. There are many types of these charts that have easy access and are free to print.

Critical Thinking: Each set of these cards contains information about different types of thinking. It helps students learn how to deal with emotions, how to solve problems, learn the difference between fact and inference, and lastly learn how to make predictions.

Pull Talk: This device includes four detachable pouches that clip onto a student's belt. The benefits of this device include improvements in communication, independence, and the build-up of self-confidence. This device may be used by children or adults. Students can create words of their own to improve reading skills and sight word recognition.

- Mid Technology

Quit Light: This device is a great way to keep control of the noise level in a classroom or at home. It works like a traffic light and keeps students alert. It is a computerized device that has different levels of sound and it is easy to use.

- High Technology

BrainPop: A great high technology website that allows students to study and play games involving all different school subjects. It is an animated educational site for students where they can learn by doing something enjoyable and it is free for all students.

3. Accommodations

Extend the amount of time that a student is given to complete a particular task.

Break down assignments into smaller ones. As students finish each mini-assignment, build in reinforcement for task completion. Wait to distribute the next assignment until students have been successful with the current one.

Reduce the number of practice items that a student must complete, once the student has demonstrated mastery.

Follow low-interest activities with high-interest activities so that students get breaks from difficult or less interesting activities from time to time.

Plan short review lessons or readiness activities to help orient the student to a particular learning task.

Resources:

Assistive Technology for ED

14 Disability Categories Under IEDA

Emotional Disturbance

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1. Definition
For children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: physical development; cognitive development; communication; social
or emotional development; or adaptive [behavioral] development.

2. Assisstive Technologies
While children with developmental delays can still be successful, it will require some additional help from patient teachers. Educators would do well to research the available assistive technology that can help to bolster a child’s education and encourage academic success.

Audiobooks: One of the areas where many students with this diagnosis fall behind in literacy and reading. Teachers have several tools at their disposal to make reading more accessible for children who struggle to make sense of the words. Audiobooks are frequently recommended as an alternative to traditional reading. For younger children, teachers can use the AbleNet Bookworm to transform any book into an audiobook. Older kids might appreciate a better variety of stories found on subscription websites like Audible.

Text-to-Speech Software: Speech is often one of the primary areas that are affected by developmental delays. Some students might need more help communicating what they need and asking any questions that arise during class time. A text-to-speech software could help students to gain control of what they need to say. With one of these programs, they can type out what they want to share while the computer reads it out loud for them. Many computers come with this software built into the hard drive, so all educators need to do is teach students how to use it appropriately.

FM Systems: Sometimes, students with developmental delays have a difficult time understanding and processing all of the sounds that bombard them in the classroom. FM systems can help by connecting the teacher and student in an audible way with radio broadcast technology. The student holds the receiver while the teacher has a microphone. This arrangement allows the student to hear the teacher more clearly without interference from classmates and other background noises. It is an ideal assistive technology for a child who also has hearing issues and may wear hearing aids.

3. Accommodations
- Consider adjustments to communication style:

Get the child’s attention before communicating: When giving instructions or talking with children check that you have their full attention before beginning. This can be done out-loud or with a gesture.

Be clear and specific: It can be helpful to give clear and specific instructions about the task and the behavior expected.

Use visual instructions: Visual instructions about a task or behavior may be needed for some children. Consider demonstrating the task or asking another child to demonstrate it. You can also use a visual schedule, poster, or video to outline or model the task.

Some children may find it easier if they can use gestures: Some children may need to point to an answer instead of talking.

- Integrate learning with fun

Combine learning social skills with adult-led learning: Consider demonstrating a social skill that can be used during child play. It may help to pair a child with a child who can demonstrate and prompt.

- Work Collaboratively

Provide lots of opportunities for children to work or play together: Children with and without developmental delay can get to know each other and build friendships through playing and working together. This also helps children learn by watching others.

Music can encourage friendships: Consider pairing children with different partners for musical activities each week so that all children have a chance to get to know each other.

- Provide positive feedback

Praise and reward: Children may learn well when there is immediate praise and reward for positive behavior or correct performance of a skill. Consider offering rewards that link to a child’s interests.

Resources:

Developmental Delay

14 Disability Categories Under IDEA

Assistive technology to help students with developmental delays succeed academically

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1. Definition
A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, adversely affects a child's educational performance.

2. Assistive Technologies
There is a variety of Hearing Assistive Technologies, referred to as HATS, designed to overcome distance, background noise, and reverberation.

- AT for hearing disabilities

Alerting devices: A device that converts an audio alert (e.g., doorbell, alarm clock) into a visual or physical alert that the person can perceive.

Telecommunications: Many different options are available for those who are D/deaf or HoH, including amplified telephones, TTY / TDD, Text-to-911, and video chat.

Enhanced listening: Systems can be used to connect an audio feed directly to someone’s hearing aid or cochlear implant.

Visual communication: Captions and transcripts (with the ability to enlarge or zoom in!) provide audio information in a visual format.

3. Accommodations

Assistive listening devices.

Captioned media.

Extended time.

Glossaries or dictionaries.

Individual administration.

Frequent breaks.

Sign language interpreters.

Scribes to record signed or dictated responses.

Resources:

Accommodations 101

14 Disability Categories Under IDEA

Assistive Technologies for Individuals Who Are Deaf or Hard of Hearing

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1. Definition
Concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with
blindness.

2. Assistive Technologies
- AT for visual disabilities

Screen readers: A program that analyzes the layout and content of a website and provides a text-to-speech translation. The user can set the playback speed, and commands allow them to skip from heading to heading, click links, and do other important tasks.

Braille displays: A device that translates digital text into braille dots that can be read with the fingers. (More on braille below, as it is very important to many deaf-blind people.)

Dictation: Speech recognition software allows a user to navigate, type, and interact with websites using their voice.

- AT for hearing disabilities

Alerting devices: A device that converts an audio alert (e.g., doorbell, alarm clock) into a visual or physical alert that the person can perceive.

Telecommunications: Many different options are available for those who are D/deaf or HoH, including amplified telephones, TTY / TDD, Text-to-911, and video chat.

Enhanced listening: Systems can be used to connect an audio feed directly to someone’s hearing aid or cochlear implant.

Visual communication: Captions and transcripts (with the ability to enlarge or zoom in!) provide audio information in a visual format.

3. Accommodations

Assistive technology equipment (hearing aids, assistive learning devices)

Interpreters

Notetakers

Braille materials and assistive technology

Reading machines (for students who are not completely blind)

A teacher should stay in one spot for the lecture (students may not be able to track sounds from various locations)

Provide extended time on assignments and assessments

Eliminate unnecessary background noise

Resources:

Understanding Assistive technology: How do Deaf-Blind people Use Technology?

Deaf-Blindness

14 Disability Categories Under IDEA

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1. Definition
A developmental disability significantly affects verbal and nonverbal communication and social interaction, generally evident before age three, adversely affecting a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and
unusual responses to sensory experiences.

The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance. A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.

2. Assistive technologies

Low-Tech

Low-tech options for handling sensory issues include simple tools for reducing anxiety and increasing focus, such as stress balls, worry beads, weighted vests, and standing desks. For executive functioning, ordinary written planners, color-coded schedules, and visual reminders can all make a positive difference. Most children with autism do best with hands-on and visual learning, so manipulatives like Cuisenaire rods (also available in virtual form) and alphabet blocks are good choices for teaching academic skills.

Mid-Tech

Mid-range options are easily available and relatively low-cost. Some examples include watches with alarms, visual timers, sound-blocking headphones, and calculators.
For many people with autism, audiobooks and recordings can be a great way to replay lectures or instructions. Because many people with autism are very visual learners, videos can be a good alternative to written books or spoken lectures.

High-Tech

At the high end, there are many types of software and apps that are intended to help visual learners think, write, and communicate. Some are intended for the general market; these include mind mapping software like Lucidchart, which makes connections among apparently disparate ideas and turns those connections into usable outlines and other products. Speech-to-text software can also be helpful, as can tools specifically created for students with learning disabilities. Examples include Live Scribe and Dragon Home.

3. Accommodations

Low-Distraction Work Areas: A child with autism can’t always tune out these distractions and focus on coursework. Every time something tugs on their attention, they’re pulled off course. Surround your classroom’s perimeter with library carrels, or rig up screens with cardboard or foam-core materials. Encourage students to move to these private study spaces when they need to focus on their studies.

Printed Schedules of Activities & Events: Autism advocates encourage the use of visual schedules. A photo or illustration represents each task, and the child can follow along as each item is completed.

Visual Cues for Common Requests: As Temple Grandin famously explains, people with autism often think in pictures. They hear the words, and the phrases morph into photographs in their minds. Your spoken command could bypass this system and become meaningless. Your autistic student could be left wondering what you want and why.

Earplugs: Many children with autism have sensory sensitivities that cause pain or distress. Your noisy, boisterous classroom with rowdy students could be too much for an autistic student to bear. Offer earplugs during quiet classroom moments, including those involving private study or test-taking. Take them back when you’re speaking to the class again, but reintroduce them when the student should focus.

Sensory Retreat Spaces: Just as autistic students need a space to focus and think, they may also benefit from relaxing areas. The bright lights, colorful artwork, and loud voices that fill a classroom can be too stimulating for some students. Students with autism often appreciate an opportunity for calm meditation throughout the school day.

Exercise Breaks: All students benefit from the opportunity to stand up, stretch, and wiggle. A child who moves can focus more readily on the next lesson plan. Children with autism can also use exercise to regulate difficult moods.

Classroom Aides: Some schools offer one-on-one instruction for students with autism. These young people are paired with an expert, and they stay together all day long as the student learns in school.

Resources:

7 Helpful Accommodations for Autistic Students

Signs and Symptoms of ASD

14 Disability Categories Under IDEA

Assistive Technology for Autism

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1.     Definitions

When a child has a combination of different disabilities (such as intellectual disability-blindness or intellectual disability-orthopedic impairment) that affect learning or other important life functions.

2.     Assistive Technologies

Microswitch

Vocal output communication aid

Tablet

Laptop

3.     Accommodations

Allow partial participation, as necessary

Consider the use of assistive technologies

A multi-disciplinary team consisting of the student's parents, educational specialists, and medical specialists in the areas in which the individual demonstrates problems should work together to plan and coordinate necessary services.

Involvement of the appropriate professionals (E.g. occupational therapists, speech/language therapist etc.)

The arrangement of places school and homes must be easily accessible.

Have a buddy system that ensures their needs are heard and that they get aid when needed.

Give Simple and Specific and Systematic instructions to what you exactly want the person to do.

Use visual aids when communicating with the child.

Engage the child regularly in oral language activity.

Resources:

https://sites.ed.gov/idea/regs/b/a/300.8/c/7

https://clinmedjournals.org/articles/ijpp/ijpp-1-001e.php?jid=ijpp
https://en.wikipedia.org/wiki/Multiple_disabilities

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1.     Definition
The inability to hear sounds adequately. This may be due      to improper development, damage or disease to any part of the hearing mechanism.

Types of hearing impairments:

Conductive Hearing Loss: results from defects in the outer or middle ear

Sensorineural Hearing Loss:  caused due to damage or disease of the inner ear or auditory nerve

Mixed Hearing Loss: the combination of conductive and sensorineural hearing loss.

Central Hearing Loss:  loss is due to a damage, malformation or infections of the neural pathways and the hearing centres in the brain

Functional Hearing Loss: loss is due to some psychogenic condition or maybe due to deliberate exaggeration of hearing thresholds for personal gains.

2.   Assistive Technologies

HATS: are devices that can help you hear in loud or busy places- you can use them with or without hearing aids/cochlear implants. Some HATS let you see or read messages.

FM Systems: Is like a tiny radio station-it has 2 parts: a microphone and a receiver. The microphone (worn by the speaker) sends a signal to a receiver (worn on your ears/hearing aid). This lets the speakers voice go directly to you.

Infrared Systems: Changes sound into light and sends them to a receiver, and the receiver turns the light waves back into sound.

Induction Loop System: works with hearing aids, the loop wire goes under the carpet/in the ceiling and connects to a microphone. An electrical current moves through the wire when someone talks into the microphone. The hearing aid picks up the signal so you can hear the speaker.

One-to-One Communicators: The other person speaks into a microphone   and the sound goes into the hearing air/ a headset.

Other HATS: Devices that make phones louder, louder answering machines, loud doorbells, computers, wake-up alarms. These can be a loud bell or a vibrating clock.

3.  Accommodations

Interpreters (ASL interpretation, Transliteration, Tactile interpretation, Oral transliteration, Cued Speech Transliteration)

Speech-to-Text Services (Communication Access Realtime Translation (CART), C-Print®, TypeWell)

Assistive Listening Systems

Note Takers (an accommodation that captures important pieces of information in a systematic way)

Captioned Media (the process of making pre-recorded videos accessible)

Testing Accommodations (Assistive listening devices, Captioned media, Extended time, Glossaries or dictionaries, Individual administration, Frequent breaks, Sign language interpreters, Scribes to record signed or dictated responses)

Remote Services (Remote services can be a beneficial supplement or a mainstay way of providing access for students in a variety of situations)

Resources:
https://www.asha.org/public/hearing/hearing-assistive-technology/
https://www.nationaldeafcenter.org/accommodations-101
https://vikaspedia.in/health/child-health/information-on-hearing-impairment-and-rehabilitation/hearing-impairment-and-rehabilitation/hearing-impairment

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1.     Definition
A condition characterized by significant limitations in both intellectual functioning and adaptive behavior that originates before the age of 22
2.     Assistive Technologies

Abbreviation expanders- used with word processing

Alternative keyboards- these programmable keyboards have special overlays that customize the appearance and function of a standard keyboard

Audiobooks and publications – recorded books allow students to listen to text

Electronic math worksheets-program that helps students organize, align and work through math problems on a computer

Graphic organizers- helps students who struggle with organizing information

Freeform database software-allows students to create and store electronic

Personal FM listening system-transmits speakers voice directly to student’s ear notes by “jotting down” relevant information.

Speech synthesizers- can display and read aloud text on a screen

Talking calculators-vocalizes answers to the problem

3.     Accommodations

Using small steps: breakdown each learning task into small, easy-to-digest steps for the students Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture.

Modify teachings to be more hands-on: Students with Intellectual Disabilities struggle with abstract concepts, making some traditional teaching styles incompatible with their specific challenges. Opting to go more hands-on with teaching can provide a more kinesthetic approach for students.

Use visuals: students with Intellectual Disabilities tend to do best in environments where visual aids or support is provided, whether it’s to learn specific subjects or to map their completed progress.

Resources:
https://classful.com/students-with-an-intellectual-disability/

https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

https://www.aaidd.org/intellectual-disability/definition

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1. Definition

An orthopedic impairment is defined as a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child’s educational performance

2. Assistive Technologies

Devices for Positioning and Mobility:

Wheelchairs

Walkers

Canes

Special Chairs or desks for comfortable sitting positions

Adaptive equipment for physical education and exercise

Devices to Access Information:

Speech recognition software

Screen reading software

Augmentative and alternative communication devices (such as communication boards)

Academic software packages for students with disabilities

3. Accommodations

Special seating arrangements to develop useful posture and movements

Instruction focused on development of gross and fine motor skills

Securing suitable augmentative communication and other assistive devices

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

Specialist services:

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

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

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

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

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

Resources:
https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506

https://study.com/academy/lesson/assistive-technology-for-orthopedic-impairments.html

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

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1. Definition

Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems.

Includes:

Asthma

ADHD

Tourette Syndrome

Diabetes

Epilepsy

Hemophilia

Heart Conditions

Lead poisoning

Leukemia

Nephritis

Rheumatic fever

Sickle cell anemia

Acquired brain injury

2. Assistive Technologies

Asthma pump

Monitor risers

Glare guards

Footrests

Adjustable chairs

Anti-fatigue matting

Speech recognition computer input devices

Ergonomic keyboards

One-handed keyboards

Expanded keyboards, or miniature keyboards

3. Accommodations

Note takers

Recorded class sessions or meetings

Flexible attendance requirements

Extended exam time

Alternative testing arrangements

Assignments available in electronic format

The use of electronic mail for supervisor- and instructor-student meetings and for class or small group discussions (web-based or email distribution of course materials, lecture notes, and other documents)

Environments that minimise fatigue and injury

Resources:
https://www.fldoe.org/academics/exceptional-student-edu/ese-eligibility/other-health-impairment-ohi.stml

https://www.washington.edu/doit/health-impairments