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Levko Prater

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Levko Prater

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A person is considered deaf-blind if they have some combination of hearing loss and vision loss. 

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A person is considered deaf-blind if they have some combination of hearing loss and vision loss. 

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1. Screen readers-text to speech translation
2. Braille displays-A device that translates digital text into braille - can be read with fingers
Examples of braille displays

Focus (Freedom Scientific)

Brailliant (Humanware)

Software that supports braille

iBrailler Notes

Google Braille Back

3. Dictation - speech recognition software
Built-in examples of dictation software

Siri

Apple Dictation

Windows Speech Recognition

Google Docs Voice typing

4. Hearing aids: a hearing loop -a special type of sound system for use by people with hearing aids. The hearing loop provides a magnetic, wireless signal that is picked up by the hearing aid when it is set to ‘T’ (Telecoil) setting.
5. Inclusive technologies such as:

Smartphones

Smart lighting

Gaming systems

For students with low vision (not total blindness):
1. Screen magnification
2. Accessible Design (PPT, worksheet, etc.)
-combine color with shapes,
-contrast - color scheme should meet WCAG standards.
- fonts - don't use unusual fonts
-alternative text - text descriptions written for images that convey meaning

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Accommodations for learners with deaf-blindness 

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Accommodations for learners with deaf-blindness 

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1. Interpreters
2. Notetakers
3. Braille materials and assistive technology
4. Reading machines (for students who are not completely blind)
5. Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)
6. Provide extended time on assignments and assessments
7. Provide an option  to orally (or tactually) respond to questions

8. Eliminate unnecessary background noise

Additional resource: iCanConnect
provides free equipment and training for people with both significant hearing and vision loss who meet the program’s disability and income eligibility guidelines.
iCanConnect is a national program with local contacts that helps people stay connected to friends, family and the world.

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Program Helps Deaf-blind Access Technology

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Understanding digital accessibility challenges is easy if you know people with disabilities. But what if you've never seen a person who is blind use their computer or smartphone? We're here to help you understand a little bit about what it's like to use the internet if you have a disability. Check out our other articles in this series:

What do we mean by "deaf-blind?"

A person is considered deaf-blind if they have some combination of hearing loss and vision loss. While there are some people who are totally deaf and totally blind, the majority of deaf-blind people have some amount of residual hearing and/or vision. Some will have more vision than hearing; others will have more hearing than vision.

It is important to note that if you see someone using a white cane or a guide dog, that does not mean they are totally blind. It means they have sufficient vision loss that having a dog or cane makes it easier and safer for them to navigate independently.

Assistive technology used by deaf-blind people

Assistive technology (AT) is a broad term that refers to hardware and software that enable people with disabilities to access technology. Those who are deaf-blind use a combination of AT for blind users and AT for deaf users, depending on their individual needs.
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 playback speed can be set by the user 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.

For more detailed information about assistive technology used by people with visual disabilities, check out our previous two articles about users who are blind and users who have low vision.
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.

For more detailed information about assistive technology used by people who are d/Deaf or hard of hearing, check out our previous article.

The importance of braille for deaf-blind users

For some deaf-blind people, braille is the only way they can read. For others, braille is the fastest way to read.
Documents and transcripts
If documents and transcripts are formatted with accessibility in mind, they can be translated by braille devices for a person who is deaf-blind.
Phone communication
Each state has a program for people who are deaf or deaf-blind to make and receive phone calls. In Level Access's home state of Virginia, the program is is Virginia Relay and it is available 24/7.

A Virginia resident who is deaf-blind can make phone calls using TTY (text telephone)-to-braille with the help of a Virginia Relay Communication Assistant (CA). The CA serves as the interpreter between the two parties and types out the messages so the deaf-blind person can read them using their braille device. Virginia Relay's services are also available in Spanish for in-state calls.

Remote Conference Captioning is also available for deaf-blind users who participate in conference calls for work.
Free equipment for deaf-blind people
The federal program iCanConnect offers free technology and training for those who are deaf-blind. iCanConnect is the easier-to-remember name of the National Deaf-Blind Equipment Distribution Program (NDBEDP- say that three times fast!), which was established by the FCC as part of the CVAA.

The mission of this program is to give deaf-blind people access to the technology they need to stay connected with the world. This includes braille devices, computers, tablets, smartphones, vibrating alert devices, accessories, and software.

Accessibility barriers for deaf-blind users

Here are some accessibility issues that restrict access to people who are deaf-blind. Since each deaf-blind person is a different amount of deaf and blind, accessibility issues can come from both sides!
Accessibility issues for visual disabilities

No keyboard navigation: Can you use your website or program without a mouse? Use the tab key, arrows, and enter to navigate.

Pop-ups: If sites fail to set reading focus appropriately, a pop-up dialog can prevent a blind user from moving forward... or even knowing how to get back to where they were.

Cluttered pages and carousels: Cluttered pages with carousels and moving text aren't user friendly for blind users. (Spoiler alert: They aren't user friendly for many people.)

ARIA mistakes: If sites misuse ARIA markup, it changes a screen reader's behavior in a way that interferes with navigation and operability.

Document heading and labeling: Without proper heading tags, a screen reader user cannot quickly locate what they want to read.

Alt text: Images that convey meaning need to be tagged with alt text so the person who is reading your website can hear a description of the image.

Accessibility issues for hearing disabilities

Inaccurate captions: Automated captions are a blessing and a curse. It can be great to have captions, but AI is far from perfect and sometimes automated captions are worse than no captions at all.

No transcripts: For a deaf-blind person who uses braille, transcripts are a must-have in order to access information presented in video or audio format.

Phone-only customer support: Nothing is more frustrating than trying to contact a business and finding out the only option to do so is a phone number.

Low-quality audio: Poor quality audio becomes even worse at high volume. It can also be difficult to transcribe accurately.

The bottom line: Design to include deaf-blind people

You can design your websites, software, and hardware with people with disabilities in mind and you can retrofit existing technology to be accessible. It's a win-win situation for your organization (more clients, more revenue, more contracts) and people with disabilities (less confusion, less frustration, less isolation). Some fixes, like ensuring your video and audio files have accessible transcripts, are quick to implement and make a big impact on the user experience.

What to do next

We can help you meet WCAG standards and maintain ADA and AODA compliance:

1. Connect with us today to learn more about our comprehensive approach to digital accessibility, including our automated and manual auditing capabilities and extensive range of managed services.

2. Visit our resources section to download free white papers and webinars, and find our newest blogs on industry trends.

3. Connect with us to continue the conversation on Linkedin, Twitter, or Facebook.

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Understanding Assistive Technology: How Do Deaf-Blind People Use Technology?

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Understanding digital accessibility challenges is easy if you know people with disabilities. But what if you've never seen a person who is blind use their computer or smartphone? We're here to help you understand a little bit about what it's like to use the internet if you have a disability.

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Understanding digital accessibility challenges is easy if you know people with disabilities. But what if you've never seen a person who is blind use their computer or smartphone? We're here to help you understand a little bit about what it's like to use the internet if you have a disability.

What Do We Mean by "Blind"?

Blindness, like most disabilities, is a spectrum. There are people who can see nothing (not even light) and people who are legally blind and so many variations in between. When you meet a blind person, even one who uses a guide dog or a white cane, it is unlikely that you will be able to tell where they fall on this spectrum. (And they may have completely different vision in one eye than the other.)

Today, we'll be focusing on those who require a screen reader or braille keyboard to access technology.

Assistive Technology Used by Blind People

Assistive technology (AT) is a broad term that refers to hardware and software that enable people with disabilities to access technology. For those who are blind, the main AT are screen readers, braille displays, and speech recognition software.

Screen readers

Screen readers have been around for more than 30 years. A screen reader is a program that analyzes the layout and content of a website and provides a text to speech translation. The playback speed can be set by the user and commands allow them to skip from heading to heading, click links, and do other important tasks. Much like how a sighted person can visually skim a website to find the section they want to read, a person who is blind can do the same with their screen reader-as long as the website's content has been coded with proper header tags.
Built-in examples of screen readers

Apple's iOS VoiceOver

Android TalkBack

Kindle Text-To-Speech

Software examples of screen readers
Refreshable braille displays

A braille display is a flat keyboard-like device that translates text into braille and enables blind or deaf-blind individuals to read text using their fingers.
Examples of braille displays

Focus (Freedom Scientific)

Brailliant (Humanware)

Software that supports braille

iBrailler Notes

Google Braille Back

Dictation

Speech recognition software allows a user to navigate, type, and interact with websites using their voice.
Built-in examples of dictation software

Siri

Apple Dictation

Windows Speech Recognition

Google Docs Voice typing

Software example for dictation
Accessible Design for Blind Users

Here are some accessibility issues that restrict access to people who are blind:
Keyboard accessibility
Not providing access through the keyboard on websites is a major roadblock for blind and keyboard-only users. Can you use your website or program without a mouse? Use the tab key, arrows, and enter to navigate.
Pop-ups
If sites fail to set reading focus appropriately, a pop-up dialog can prevent a blind user from moving forward... or even knowing how to get back to where they were.
Cluttered pages and carousels
Cluttered pages with carousels and moving text aren't user friendly for blind users. (Spoiler alert: They aren't user friendly for many people.)
ARIA mishaps
If sites misuse ARIA markup, it changes a screen reader's behavior in a way that interferes with navigation and operability.
Document heading and labeling
Without proper heading tags, a screen reader user cannot quickly locate what they want to read.
Clear links
Linked text should be able to stand on its own. For example, "Read our latest whitepaper on digital accessibility" stands 100% on its own and makes sense. You know what you're getting. If you just linked "latest whitepaper," that doesn't make sense on its own.
Alternative text
Images that convey meaning need to be tagged with alt text so the person who is reading your website can hear a description of the image.

The Good Life: What an Accessible Site Looks Like

Level Access's principal accessibility architect, Sam Joehl, who is blind, explains it best:

A good site uses proper semantic markup to allow individuals to non-visually understand the page structure and hierarchy. This also enables individuals to navigate to section headings and document landmarks on the page.

Link text clearly identifies the purpose or destination of the link and does not use ambiguous phrases such as "click here" or "read more."

Images that convey meaning are tagged with alternative text that gives an accurate description of the image.

Instructions are presented in a manner that does not require vision (such as, "Click the red button at the top right corner of the screen").

All controls are clearly labeled, easily identifiable, and can be operated from the keyboard.

Pages are not overloaded with content and they make performing the desired task easy.

Unnecessary information is not initially displayed and a progressive disclosure approach is used so the user can expose additional information through activation of a control such as a "show more" button.

When new content appears on the page, an announcement is made to alert the user and the new content is easy to locate or focus is set to it.

Using Mobile Devices

Smartphones have opened up new possibilities to blind users. Now, people who are blind have apps that help them recognize money, identify colors, scan bar codes and read product information, and help them navigate in new cities.

How does a blind person use a touchscreen?

We'll answer that question with another one:

Think of your favorite app, one you use every day. Can you visualize the user interface for that app?

Do you know, for example, where the "Pay" button is on your Starbucks app, the "Play" button on Audible, and what to do when the phone rings?

When accessibility features are turned on, a layer of audio feedback is added to each tap on the screen. A blind person can tap on the screen in a particular area and hear information about what they have tapped. They can tap again to activate that area (i.e., open that app or click on a button or field within the app). Thus, even those with no vision can understand what is on the screen based on audio feedback.

The image below shows someone opening the Gmail app on an iPhone using VoiceOver. A single tap announces that the person has tapped the Gmail icon. A double-tap opens the app. VoiceOver then reads the details for the top message in the inbox.

Why is iPhone popular with people who are blind?

Apple has the most mature accessible smartphone on the market, allowing for reliable features to work for most blind users. Apple bakes accessibility into its native controls and framework. Thus, apps that are written for iOS are more likely to be accessible, without even meaning to be.

Labeling location and purpose

For iOS VoiceOver and Android's TalkBack to work properly, clear labels are key. Labels should represent the location and purpose of the element that has focus.

Don't forget gestures

Gestures such as tapping, swiping, and pinching are vital for users who are blind. When apps do not respond to native or modified accessibility gestures, it makes it difficult or even impossible for some people to use.

The Bottom Line: Design to Include Blind People

You can design your websites, software, and hardware with these blind people in mind and you can retrofit existing technology to be accessible. It's a win-win situation for your organization (more clients, more revenue, more contracts) and people with disabilities (less confusion, less frustration, less isolation). Some fixes, like auditing your content structure and alternative text, are quick to do and make a big impact on the user experience.
Special thanks to Sam Joehl, Meaghan Roper, and Jaclyn Petrow for their contributions to this blog series.
eSSENTIAL Accessibility has changed its name to Level Access! Read More

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Understanding Assistive Technology: How Does a Blind Person use the Internet? |Level Access

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How can someone who can't see a touchscreen use an iPhone? Learn about the tools that give people with visual disabilities access to the internet.

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Deaf-blindness refers to a learner with both hearing and visual impairments, the combination of these causes causes significant communication and other developmental and educational needs.

Characteristics of deaf-blindness include:

Difficulty bonding with caregivers

Difficulty interacting with things in the environment in a meaningful way and/or generalizing information

Inconsistent responses to sounds or visual images

Trouble learning object permanence

Typically perceive time very differently

An overactive startle response

Accommodations for learners with deaf-blindness include, but are not limited to:

Assistive technology equipment (hearing aids, assistive learning devices)

Interpreters

Notetakers

Braille materials and assistive technology

Reading machines (for students who are not completely blind)

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

Provide extended time on assignments and assessments

Eliminate unnecessary background noise

Modifications for learners with deaf-blindness include, but are not limited to:

Orally (or tactually) responding to questions

Modifying course handouts to include Braille

Use of bold line paper and raised line paper

Give student hints or clues for assignments or assessments

Print and copy assignments in large font

Print and copy assignments with clear, large photos

Students with Disabilities: An Introduction

http://mast.ecu.edu/modules/db_intro/concept/#2
This all=inclusive resource gives teachers background knowledge on deaf-blindness and assessments to identify and use with these learners.

Accommodations and Supports for Children who have Combined Hearing and Vision Loss (Deaf-blindness)

http://www.sdparent.org/web/site_2825_files/files/1317915970_Parent_Education_Series_10-2011.pdf
A powerpoint dedicated to helping teachers navigate how to best help students who have deaf-blindness. This powerpoint includes accommodations and supports deaf-blind children need to be successful.

Considerations when Teaching Students Who are Deaf-Blind

http://www.pepnet.org/sites/default/files/65PEPNet%20Tipsheet%20-%20Considerations%20when%20teaching%20students%20who%20are%20DeafBlind.pdf
A multi-page resource with specific supports teachers can use to help children who are deaf-blind. This includes ways to accommodate and modify curriculum and the learning environment.

Accommodations and Modifications for Students Who are Blind or Visually Impaired

http://www.teachingvisuallyimpaired.com/accommodations.html
This website helps teachers through the accommodations and modifications needed for having a deaf-blind student in his/her classroom.

Teaching Strategies and Content Modifications for the Child with Deaf-Blindness

http://www.tsbvi.edu/seehear/archive/strategies.html
A website to help teachers better understand how to modify content and pedagogical strategies to cater to a child with deaf=blindness' needs.

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Deaf-blindness refers to a learner with both hearing and visual impairments, the combination of these causes causes significant communication and other developmental and educational needs.

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iCanConnect provides equipment needed to make telecommunications, advanced communications, and the internet accessible to low-income individuals who have both significant vision loss and significant hearing loss.

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Devices to Enhance Listening
1. FM systems: With FM systems, sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone.
2. Infrared and Audio Induction Loop systems: these assistive technologies may also be used for listening in large spaces, including schools. An Infrared system uses invisible light beams to carry sound to a personal receiver.
3. Coupling accessories (for connectivity to media devices such as computers, TVs, tablets, smartphones, etc.): There are many accessories for hearing aids or cochlear implants that can connect to media devices. There are cables that plug directly from a hearing aid or cochlear implant into tablet devices or phones, or couplers which transmit sound wirelessly from hearing aids to media devices.
4.  Captioning Services for video/audio productions - close captions, speech to text software.
5. Streaming devices: A streamer is a small device worn around the neck on a cord.  It connects sound wirelessly from a mobile phone, laptop, tv, mp3 player or any other device directly to the amplification device worn by the DHH student.

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Assistive Technology for the Deaf and Hard of Hearing

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Accommodations for learners with deafness

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Accommodations for learners with deafness

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1. Provide interpreters: facilitate communication between a deaf and hearing person.  This can be done in a number of modalities identified by the deaf person including:

ASL interpretation

Transliteration

Tactile interpretation

Oral transliteration

2. Speech-to-text : There are three main types of STTS:

Communication Access Realtime Translation (CART)

C-Print®

TypeWell

3. Provide Notetakers Deaf students benefit from receiving notes from a trained note taker as they already split their attention between other simultaneous accommodations (e.g. speech-to-text services, interpreting and captioned media), the instructor, group discussions and/or other information presented.

4. Test accommodations should allow deaf students to demonstrate content knowledge by reducing barriers due to testing design, wording and format.  While accommodations are individualized, some commonly used accommodations include:

Assistive listening devices

Captioned media

Extended time

Glossaries or dictionaries

Individual administration

Frequent breaks

Sign language interpreters

Scribes to record signed or dictated responses

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https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/assistive-technology/assistive-technologies.html

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There is an ever-expanding array of assistive technology available to help those who are deaf or hard of hearing. These tools can help students in both traditional and virtual school and therapy services better access, understand, and succeed in the classroom. Learn more in our article.

Deaf vs hard of hearing - what's the difference?

Assistive technology can help students with a hearing loss access auditory information in a variety of ways. Hearing loss is defined as not being able to hear as well as a person with normal hearing. Any hearing threshold of 20 decibels or greater is considered a hearing loss. Hearing loss can range from mild to profound. The term hearing impaired refers to anyone with a hearing loss from 20 decibels or greater that has some ability to use their residual hearing. A person who is deaf has a severe to profound hearing loss and is not able to use their residual hearing to access auditory information.

What is assistive technology for the deaf / hard of hearing?

Many students with hearing loss use amplification devices such as hearing aids, Cochlear Implants and bone anchored hearing aids (BAHA) to help them access auditory information. There are many options for assistive technology for deaf people and hard of hearing people that can be paired with amplification devices that allow students with a hearing loss even better auditory access. These advanced hearing technologies can range from a classroom FM system in school to a personal streaming device to be used at home or in the community. Advanced digital hearing assistive technology has opened the door to many new resources for DHH students.

Types of Assistive Technology

There are a variety of assistive technology devices for deaf and hard of hearing students. Some options can be used with personal amplification systems and other options can be used to support communication and daily life tasks using visual or touch technology. Schools can use Fm systems, visual aids, interpreters, closed captioning etc to support DHH students in the classroom. DHH students can also use personal Fm systems, loop systems, streaming devices, apps and other devices to help them communicate at home and in the community. Here are five different types of assistive listening devices and links to view a variety of the products available for each type.

Loop Systems: A loop system is also known as an audio induction loop. It consists of a microphone to pick up the auditory information and an amplifier that processes the signal that is then sent through the loop cable. A loop cable is a wire placed around the perimeter of a specific area such as a church, meeting room, service counter, etc that transmits a magnetic signal to the hearing aid. A DHH student uses the T coil function on their amplification device to pick up the magnetic wireless signal that is being sent from the loop.

FM systems: FM systems are wireless devices that enhance the use of personal amplification devices such as hearing aids, BAHA and cochlear implants. They can also assist those who don't wear a personal amplification device but are hard of hearing access auditory information better in a noisy environment or across large distances. An FM system has two parts: the transmitter worn by the speaker and the receiver worn by the DHH student. The receiver can attach directly to the hearing aid or CI or be attached to a neck loop device such as a Compilot. The transmitter picks up the audio signal via a microphone and sends the signal directly to the receiver. FM systems are used to reduce background noise and effects of distance on hearing.

Streaming devices: A streamer is a small device worn around the neck on a cord. It connects sound wirelessly from a mobile phone, laptop, tv, mp3 player or any other device directly to the amplification device worn by the DHH student.

Alerting Devices: An alerting device is used to keep people connected and safe in everyday situations. Alerting devices use visual, vibrotactile or auditory signals to alert the DHH student.

Deaf/Hard of Hearing Services: Many services are available to DHH students that help support communication. These can include the following:

Cart Services: An on demand closed captioning service.

Closed Captioning Options: Closed Captioning allows for DHH students to read the words of the conversation that is happening. Real time CC is when a person is typing in the conversation as it happens. There are CC companies like CART that do this, apps that can be downloaded onto a phone or computer, software that is pre-programmed into applications such as zoom, google meets, etc. There are many movies or web-based materials that have had CC added to them as a way for DHH individuals to access cc for those particular materials. There are also newer web-based sites such as Streamer that allow real time cc options. A DHH student can also purchase a CC device that can be used to provide cc options in other environments.

ASL interpreting services: These services provide an interpreter for a variety of settings. They can be provided virtually or in person depending on the situation, location and availability of the interpreter.

Relay Services: These services are free and can be used by DHH students as well as hearing people contacting a DHH person. You can contact your state ADA office to find a local relay service number and to help determine which relay service type works best for the DHH individual requiring the service.

Assistive technology for the deaf in the classroom

Assistive technology for deaf students is very important to ensure that each child with a hearing loss has access to an optimal listening environment. Teachers of the Deaf/Hard of Hearing are an integral part of ensuring that each students assistive technology needs are identified and met, which is why it is so important to us to ensure that Teacher of the Deaf jobs are filled at districts that need them. DHH teachers can recommend specific devices, educate students/parents about personal assistive technology device options and help train school staff to use any assistive technology devices that are used within the school setting. Using an FM system in the classroom can mean the difference between adequate auditory access to be successful in the school learning environment or inadequate auditory access and significant learning breakdowns.

Getting access to assistive technology for the deaf and hard of hearing

Individuals that are Deaf/Hard of Hearing may qualify for financial support or free access to many of these personal devices. Each state has their own program to help alleviate the cost of some of these products and parents/individuals can contact their local state disability support groups or local fire department to determine what benefits they may qualify for. Personal audiologists can also help determine which assistive listening devices may be compatible with personal amplification devices and how to order each assistive deice.

School districts can contact companies such as Phonak, Cochlear, and Oticon to inquire about classroom FM options and to purchase equipment. Educational audiologists or teachers of the Deaf/Hard of Hearing can also help recommend certain FM systems and help order, hook up and maintain the school Fm systems.

There are many deaf and hard of hearing services for students today that provide additional hearing technologies compatible with personal amplification devices. There are many state and federal programs that offer free resources or financial assistance to enable DHH students to access these ALD's. Audiologists and teachers of the Deaf/Hard of Hearing are great resources to help individuals find, source and maintain these assistive listening devices.

Resources:

Loop Systems: https://www.hearinglink.org/living/loops-equipment/hearing-loops/what-is-a-hearing-loop/

FM system options: https://www.phonak.com/us/en/support/product-support/accessories/further-accessories-fm-systems.html

Streaming device options : https://hearwi.org/

Apps for DHH: https://handsandvoices.org/resources/apps.htm

Relay Services: https://www.nad.org/resources/technology/telephone-and-relay-services/relay-services/

Closed Captioning Services: https://www.core77.com/projects/55969/A-Wearable-Captioning-Device-for-the-Hearing-Impaired

Cart Services: https://deafservicesunlimited.com/capabilities/captioning/?gclid=CjwKCAjwoZWHBhBgEiwAiMN66Q2mLjjzKTWJtTR7R66Y-3tiFYEEhBUQDELbGGb2JxlE_5Yl7DBvDRoC8voQAvD_BwE

Alerting device options: https://www.chchearing.org/assistive-listening-and-alerting-devices

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Types of Assistive Technology for Deaf & Hard of Hearing | VocoVision

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There is an ever-expanding array of assistive technology available to help those who are deaf or hard of hearing. These tools can help students in both traditional and virtual school and therapy services better access, understand, and succeed in the classroom. Learn more in our article.

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Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences

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A hearing impairment not as severe as defined under "deafness" - be it permanent or sporadic - but severe enough to negatively effect a student's academic ability.

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speech difficulties

inattentive

improperly following directions

missing segments of a dialogue; frequent requests for the speaker to repeat

unresponsive to common sounds, like a school bell

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“Without help, children with hearing loss fall behind 1-4 grade levels… [and] the gap in academic achievement usually widens as they progress through school,” (MatejKaninsky).

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1. Personal Listening Systems - superior to mere hearing aids. can be used with standard hearing aids or headphones. blocks out interfering signals or background noise by targeting the intended signal. Only good for speech. Speaker must wear microphone.

2. Looping - If an environment has been set up with telecoil, a hearing aid can be switched to the telecom setting to receive direct transmission of the speakers voice. Home and classroom environments can easily be set up with telecoil.

3. Television/Computer Accessory - streams sound from television/computer to hearing aid.

4. Glasense Hearing Aid Glasses - targets the voice of whomever the wearer is looking at, blocking out all other noises/speakers.

5. Alert Devices: Devices that trigger lights, text, vibrations, or very loud sounds to indicate a matter of importance; such as a smoke detector, doorbell, or an alarm clock to notify the student it is time for class or a break.

6. HearMore -  Wristband that displays text corresponding to what has been spoken. Can be worn or taken off and placed on a desk so students can see it better during class. Can even record a transcript of entire lectures. Difficult lip reading words can be programmed to be automatically highlighted. Haptic feedback makes user aware when someone says their name or is speaking directly to them.

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Alter Seating Arrangement. Have hearing impaired students sit at the front of the class bot the to hear and read lips with greater ease. Placing chairs in a semi-circle also helps in the same ways regarding their interaction with other students.

Eliminate/minimize background noises. Shut doors/windows if there is a lot of background noise.

Install a Frequency Modulation (FM) system. Student's with hearing loss or listening problems hear their teachers better in a noisy classroom with this device. Such devices have been described in Assistive Technology.

When  speaking, face the hearing impaired student. Assists in their ability to read your lips.

Implement pictures, graphics, text labels, etc. Those with hearing loss tend to have an accelerated visual learning ability.

Use technology. Aside from that mentioned in assistive technology, include on classroom videos and voice-recognition software on computers.

Emphasize cultural inclusivity. The hearing impaired represent a culture of their own. Students should be taught about them, the difficulties they experience, and be encouraged to socialize with them so as to avoid potential bias or alienation.

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HearMore - assistive technology concept for hearing impaired

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Amanda Ortmann. “Hearing Assistive Technology”. Youtube video. April 26. 2014. https://www.youtube.com/watch?v=18PzfvZrnYE

Author Unknown. (November 12, 2019). Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders. National Institute of Deafness and Other Communicative Disorders. Retrieved June 5, 2022 from https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

Author Unknown. (Date Unknown). Hearing Assistive Technology: Understanding Hearing Assistive Technology. Hearing Loss Association of America. Retrieved June 5, 2022 from https://www.hearingloss.org/hearing-help/technology/hat/

Inverso, Danielle. (March 2021). Hearing Loss Factsheet. Nemours Kids Health. Retrieved June 5, 2022 from https://kidshealth.org/en/parents/hearing-factsheet.html

MatejKaninsky. “HearMore - Assistive Technology Concept for Hearing Impaired”. Youtube video. March 26, 2017. https://www.youtube.com/watch?v=bVfuM9V1MS8

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Those with an intellectual disability suffer from below-average intelligence, mental ability, and/or lack of necessary survival skills; they take much longer than normal to acquire new skills.

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Student learns/develops considerably slowly compared to other children of the same age.

Basic motor skills are acquired much later than developmentally appropriate.

Difficulty communicating and socializing.

Considerably lower than average IQ test scores.

Speech difficulties.

Memory problems.

Inability to perceive connections between actions and consequences.

Problem-solving or logical thinking difficulties.

Incomprehension of social norms.

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Special teaching and training is necessary to make learning possible.

Everyday issues require support.

Difficulties establishing interpersonal relationships.

Difficulties finding and securing employment

Daily basis functioning difficulties.

Cannot live alone or independently.

Tendency toward suicidal thoughts/behaviors.

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Cognition: Aids in memory retention, attention, and thinking.

Educational: Aids providing reading ease and writing. Some examples are screen readers, voice recognition programs, text-to-speech software, graphic organizers, proof-reading software.

Communication: Aids augmentative communication or acts as speech alternative. Examples are audio books and communication cards.

Math tools: Using speech recognition these allow students to do equations via a microphone and display/audio.

Common use tools like hearing aids.

Special grip pens.

Computer peripheral alternatives such as keyboards and a mouse.

Speech-to-text recognition tools.

Spell and grammar checkers.

Touch control devices.

AT visualizers.

Advanced computer-enabled communication tools.

Graphic organizers.

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Break down content. Simplify content and break it down into smaller segments.

Feedback. Provide lots of positive and encouraging feedback.

Concepts. Teach concepts one at a time.

Scheduling. Extra time to complete an assignment or test)

Setting. Small group/partner work.

Materials. Teacher notes or recorded lectures.

Instruction. Break lessons into smaller segments. Tutorship.

Student response method. Permit the student to respond orally, via computer, or other method.

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Author Unknown. (Date Unknown). Signs & Symptoms of Intellectual Disabilities. Millcreek. Retrieved June 6, 2022 from https://www.millcreekofmagee.com/disorders/intellectual-disability/signs-causes-symptoms/

Byrd, Florence. (2020). Intellectual Disability. Retrieved June 6, 2022 from https://www.webmd.com/parenting/baby/child-intellectual-disability

Singh, Manpreet. (December 13, 2021). Assistive Technology For Students With Intellectual Disabilities. Number Dyslexia. Retrieved June 6, 2022 from https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

Special Olympics. "Intellectual Disability" Youtube video. June 29, 2018. https://www.youtube.com/watch?v=K6WmGhY8Q4I

TeachingsInEducation. "Intellectual Disability: Students with Disabilities". Youtube video. Date Unknown. https://www.youtube.com/watch?v=zQNASuTNtVw

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Emotional disturbance include a wide range of different disorders and conditions, such as anxiety disorders, conduct disorders, eating disorders, mood disorders, etc.
Based on the reserch conducted by Office of Special Education Program, it showed that 5.45% of student with disabilities in school year 2018–19 were identified with emotional disturbance.

Reference
Office of Special Education Program. (unknown).

OSEP Releases Fast Facts: Children Identified With Emotional Disturbance. https://sites.ed.gov/osers/2020/05/osep-releases-fast-facts-children-identified-with-emotional-disturbance/

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Reference
Teaching in Education. (2021, May 18).

Teaching Emotionally Disturbed (Behavior) Students. https://www.youtube.com/watch?v=yfOYlqlEgP4

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1. Reminder Devices: vibration or other singnals that remind a student of their focus behavior
2. Music Players: ipod, music players, or other devices that can be used to play music to clam the emotions.
3. Multi-sensory Integrated Techonology: lessons for promote social and emotional engagement.
Whitney, P. (2015, Apr 9).

4. Quick light: use to control the noise level in classrooms which help students to keep focus.

5. Learning to get along: a program to teach the simple emotional and social skills that are necessary for school and for life in general.

Assistive Technology for Emotional and Behavioral Disorders.  https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/

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1. Calm down area
2. Positive reinforcement
3. A visual schedule
4. Breaking down tasks into smaller steps
5. Set up personalized goals and strategies
6. Use a highly structured environment
7.  One-on-one aides
8. Set up an environment that are stimulating
9. Break time

Reference
Unknown. (2012, July 12).

EMOTIONAL BEHAVIORAL DISORDER: ACCOMMODATIONS AND MODIFICATIONS. http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/

Jeffrey F. (2020, Sep 8).

Emotional Disabilities and Their Accommodations. https://www.jeffreyfreedman.com/emotional-disabilities-and-their-accommodations/

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Other health impairment covers a variety of conditions such as asthma, ADD, ADHD, and diabetes that substantially affect a student's strength, vitality, or alertness. The prevalence of OHI is 14% of students with disabilities.  About 7.6% or 452,045 students, received special education services based on a classification of other heath impairments in 2013-14 school year.

Reference
Teaching in Education. (2020, Apr 22). Other Health Impairment: Students with Disabilities. https://www.youtube.com/watch?v=xnSvLRD1VMo
Ann, L. (2020, Sep 17).

Other Health Impairment Disability Category in IDEA. https://www.verywellfamily.com/other-health-impairments-2162517

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Other Health Impairment: Students wit Disabilities

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There are no specific technological devices that are recommended for students with other health impairment. But here are some options that could be used according to the health conditions of students.
1. Text or reader mode reduces distractions on web pages by eliminating graphics.
2. Videotaping class for students to review
3. Screen reading software
4. Word prediction software
5. Voice recognition software that help to take notes
6. Adaptive keyboard, mouse, etc.

Mississippi College. (2017, Sep 1).

What Role Does Assistive Technology Play in Special Education? https://online.mc.edu/degrees/education/med/special-ed/assistive-technology-role-in-special-education/

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1. Flexible time limits
2. Regular break time
3. Flexible attendance requirements
4. Alternative testing arrangements
5. Set up a safe place that minimize fatigue and injury
5. Proper teaching objectives

Reference
Doit. (unknown). Other health impairment. https://www.washington.edu/doit/health-impairments
Ten, S. (2019, Mar 26). Transition for students with other health impairments. https://www.youtube.com/watch?v=m8WNF5w0gJk

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Transition for students with other health impairments OHI Episode 124 bonus

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Specific Learning Disability (SLD) is a neurological disorder that describes the brain's innability to process specific types of information. This can be speech, mathematics, writing, and memory amongst others.

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Difficulty focusing

Difficulty learning math skills

Lack of reading comprehension

Inability to sit still

Social skill difficulties

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Specific Learning Disability: Categories of Students with Disabilities

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Dyslexia
Dyscalculia
ADHD
Developmental Aphasia

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Therapy

Therapy can provide students with SLD context and tools for learning to live with their dysability while maintaining a positive attitude.

Tutoring

Tutoring can be a great option for students with SLD as often they can focus better in a one to one context.

Classroom Accomodations

Consider arranging your classroom in a way to provide few distractions for SLD students. Also provide an open classroom with options for students if they are feeling antsy.

Medication

While consulting with a specialist the option of medication might be brought up. While there are dangers, there have been many success stories of students using medication.

Coping Strategies

Providing a student with coping strategies can empower them to take their disability into their own hands and not let it control their life.

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Calculators

Flash Cards

Grammar

Speech Recognition Software

Electronic Math Games

Alternative Keyboards

Graphic Organizers

Optical Character Recognition

Tape Recorders and Books on Tape

Proofreading Software

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Finding Assistive Technology Devices and Services for Students with Specific Learning Disabilities and Developmental Disorders. (2010, August 2). BrightHub Education. Retrieved June 7, 2022, from https://www.brighthubeducation.com/special-ed-inclusion-strategies/80972-assistive-technology-for-students-with-specific-learning-disabilties/#:%7E:text=Students%20with%20learning%20disabilities%20in%20specific%20subject%20areas,worksheets%2C%20math%20flashcards%20and%20manipulatives%2C%20and%20%E2%80%9Ctalking%E2%80%9D%20calculators.

IDEA Disability Categories –. (n.d.). Special Education Lawyer. Retrieved June 7, 2022, from https://www.ed-law.com/idea-disability-categories/#:%7E:text=What%20are%20the%2013%20Disability%20Categories%20under%20the,the%20IDEA%20are%20as%20follows%3A%20Autism.%20Deaf-blindness.%20Deafness.

N. (2022, January 7). Specific Learning Disability: Types, Symptoms And Treatment Options. Mantra Care. Retrieved June 7, 2022, from https://mantracare.org/therapy/issues/specific-learning-disability/#:%7E:text=What%20Is%20Specific%20Learning%20Disability%3F%20A%20specific%20learning,school.%20It%20affects%20reading%2C%20writing%2C%20math%2C%20and%20speech.

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Traumatic Brain Injury is Defined under IDEA as a head injury which causes impairments in any of the following areas:

cognition

language

memory

attention

reasoning

abstract thinking

judgment

problem-solving

sensory

perceptual

motor abilities

psycho-social behavior

physical functions

information processing

speech

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Difficulty taking tests

More time can be given to the students to take tests.

Problems following complex instructions

The problems can be broken down into more manageable pieces. Also, using planners can cause the student to stay on track and prevent confusion.

Difficulty learning new skills

Patience with the student, along with the development of an individualized education plan can help make the learning process more manageable.

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The IDEA's Special Education Categories: Traumatic Brain Injury

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Assistive Technology and Classroom Solutions:

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Assistive Technology and Classroom Solutions:

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A large print calendar

A large print calendar can provide assistance by marking daily routines and future events.

A talking clock/calendar

For those requiring assistance a talking clock can provide the date and time vocally, further enabling time management.

Alarm reminders

Computer alarm reminders can be programmed to remind the student about important events.

Speech generating devices

Can provide pre-recorded or synthesized speech for the student.

Speech Recognition Software

For students who's speech is stronger than their writing skills this can be an option for participating in classroom activities.

Word prediction software

This software can provide a list of predictive options for the student when typing, allowing for easier communication.

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Assistive Technology for Individuals with Traumatic Brain Injury. (2017, May 27). BrainLine. Retrieved June 7, 2022, from https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury

A Definition of “Traumatic Brain Injury” under the IDEA. (2021, November 29). Special Education Guide. Retrieved June 7, 2022, from https://www.specialeducationguide.com/disability-profiles/traumatic-brain-injury/

LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies. (2020, May 11). Illinois Library. Retrieved June 7, 2022, from https://guides.library.illinois.edu/c.php?g=497977&p=3409451

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Autism, now referred to as Autism Spectrum Disorder (ASD) refers to developmental disorder characterized by social, communication and behavioral challenges. Symptoms can vary from one person to the next.

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Signs of ASD usually appear in children as early as 2 - 3 years and are often associated with development delays.

Symptoms include repetitive behaviours, limited interests and problems with socially interacting with other children.

As each case varies,  many children with ASD may not show all of the symptoms, however, usually show several of the following listed below:

Trouble making eye contact

Difficulty with engaging in conversations

Extreme distress when routines are slightly disrupted

Facial expressions do not match their verbal responses

Intense interest in a certain topic or subject

Lack of enthusiasm or enjoyment in activities

Challenges expressing verbally their feelings or needs

Sensory stimuli sensitivity (sight, light, noises, taste and smell)

Stimming behaviours (eg. rocking, flapping hands, walking on toes)

Staring at lights or objects

Unengaged in "pretend" play

Unable to see things from another's point of view

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There are a variety of Assistive Technology tools to help children with the many challenges of ASD. They help improve communication, literacy skills, time management, social skills, sensory management, staying safe and help with daily living activities. They range from High Tech to Low Tech.

Communication: Providing a means to communicate their thoughts and needs, especially for those that are nonverbal.

Picture / Photo boards: Children point at pictures or photos to show what they are needing or how they are feeling. These can also include choice cards, break cards or any other picture representation to communicate the individual needs of the student.

Speech Generating Apps: this is not intended to substitute human voice, but also to help build speech and language skills. This link breaks down five of the best apps used for assistive technology for autism.

Learning and Executive Functioning / Sensory: Sensory and executive functioning difficulties make daily activities and functions challenging. These AT tools can help with these issues not just in the classroom, but at home too.

Simple Handling tools: Stress balls, worry beads and calming bottles are simple tools to help reduce anxiety and increase focus.

Color coded schedules / Visual Reminders: These are low-tech visual aides that make a positive difference in helping students focus on their routine.

Watches with Alarms / Visual Timers: A bit more mid-tech, visual reminders such as alarm watches or visual timers can assist children in developing time management skills.

Noise blocking headphones: Helps reduce anxiety and increase focus by blocking out over stimulating noises that may cause stress to the student. Noise blocking headphones are also a helpful tool with audiobooks or videos, especially in that many autistic students are visual learners.

Speech to text software: Specifically created for students with learning disabilities.

Social Skills: Social interaction is a common struggle for most students diagnosed with ASD. These technologies help with these issues.

Social Stories: Short, simple, visual stories that help students with ASD to think and behave appropriately in a variety of social settings. For example a visit to the doctor or going to the grocery store.

Social Skills Cards and Games: Many social interactive games such as "Snakes and Ladders", "Uno" or dice games are intended to reinforce social communication skills.

Videos and Video Modelling: Videos are intended to help students focus on social emotional concepts such as polite greetings, joining in on conversations, sharing or asking someone to join a game.

Socially Assistive Robots: These robots are built to help students, as well as adults develop and build their social skills in risk-free environments.

Safety: Students with ASD are often prone to being "runners" or being able to solve unlocking safety locks. For safety reasons one of the most important AT tool would be for students to have Alert Me Bands or some form of tracker the automatically connects with people of importance for that student.

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Assistive Technology for Autism : Innovative Tools for the Modern World

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https://www.autismspeaks.org/what-are-symptoms-autism

Cherry, K. (2021). What is Autism?. Very Well. Retrieved June 7, 2022 from https://www.verywellmind.com/autism-definition-symptoms-traits-causes-treatment-5080048

Rudy, L.J. (2021). Assistive Technology for Autism. Very Well. Retrieved June 7, 2022 from https://www.verywellhealth.com/assistive-technology-for-autism-5076159

Autism Spectrum Disorder Series: Assistive technology for student with Autism Spectrum Disorders. National Association of Special Education Teachers. Retrieved June 7, 2022 from https://www.naset.org/fileadmin/user_upload/Autism_Series/Assist_tech/AssistiveTech_for_Students_W_Autism.pdf

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The core symptoms of autism are:

Symptoms of autism may:

begin in early childhood (though they may go unrecognized)

interfere with daily living.

Specialized healthcare providers diagnose autism using a checklist of criteria in the two categories above. They also assess autism symptom severity. Autism's severity scale reflects how much support a person needs for daily function.

Many people with autism have sensory issues. These typically involve over- or under-sensitivities to sounds, lights, touch, tastes, smells, pain and other stimuli.

Autism is also associated with high rates of certain physical and mental health conditions.

Social communication challenges

Children and adults with autism have difficulty with verbal and non-verbal communication. For example, they may not understand or appropriately use:

Spoken language (around a third of people with autism are nonverbal)

Gestures

Eye contact

Facial expressions

Tone of voice

Expressions not meant to be taken literally

Additional social challenges can include difficulty with:

Recognizing emotions and intentions in others

Recognizing one's own emotions

Expressing emotions

Seeking emotional comfort from others

Feeling overwhelmed in social situations

Taking turns in conversation

Gauging personal space (appropriate distance between people)

Restricted and repetitive behaviors

Restricted and repetitive behaviors vary greatly across the autism spectrum. They can include:

Repetitive body movements (e.g. rocking, flapping, spinning, running back and forth)

Repetitive motions with objects (e.g. spinning wheels, shaking sticks, flipping levers)

Staring at lights or spinning objects

Ritualistic behaviors (e.g. lining up objects, repeatedly touching objects in a set order)

Narrow or extreme interests in specific topics

Need for unvarying routine/resistance to change (e.g. same daily schedule, meal menu, clothes, route to school)

Related advice posts and resources
100 Day Toolkit for Young Children 100 Day Tool Kit for School Age Children Is It Autism and if So, What Next? A Guide for Adults

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What Are the Symptoms of Autism? | Autism Speaks

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What are the symptoms of autism? Learn more about social communication challenges, repetitive behaviors and other symptoms of ASD.

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Orthopedic impairment is "a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child's educational performance" (IDEA). There are three divisions to describe orthopedic impairment: neuromotor impairments, degenerative diseases, and musculoskeletal disorders" (Project Ideal, 2013). The most common orthopedic impairment is cerebral palsy (Project Ideal, 2013).

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1. Devices to Access Information: these assistive technology devices aid to help  students focus on educational materials.

speech recognition software

screen reading software

augmentative and alternative communication devices (such as communication boards)

academic software packages for students with disabilities

Information retrieved from Project Ideal Org.

2. Devices for Positioning and Mobility: these assistive devices help students have comfortable sitting posture at their desk, tables and in chairs. They assist in mobility in and around their educational institution. Devices aid in physical education classes.

wheelchairs

walkers / canes / crutches

special chairs or desks for comfortable seating positions

adaptive equipment for PE classes i.e. velcro gloves to help catch a ball

Information retrieved from Project Ideal Org. and Cook, A.

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A student with orthopedic impairment should be included in the general curriculum as much as possible because there is no cognitive disability. But, the accommodations will depend on the severity of the orthopedic impairment. According to Project Ideal Organization, there are various accommodations that can be considered:

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)

In addition, Project Ideal Org. says the student will benefit from working with:

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.)

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Assistive Technology in Action - Meet Elle

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Cook, A. C. (2016, June 7). Assistive Technology for Orthopedic Impairments. Study.com . Retrieved June 7, 2022, from https://study.com/academy/lesson/assistive-technology-for-orthopedic-impairments.html

Orthopedic impairments. Project IDEAL. (2013). Retrieved June 7, 2022, from http://www.projectidealonline.org/v/orthopedic-impairments/

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According to the Michigan Alliance for Families, multiple disabilities describes a student has more than one serious disability which may affect mobility, behavior, emotion or sensory abilities. The multiple impairments consists of more more that one disability in cognitive, physical and/or functional abilities combined.

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According to CDC, Visual impairment can be explained that a person's eyesight can not be corrected to a "normal" level. Child who have a visual impairment can not have their vision fixed with glasses, contact lenses or other methods.

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There are many medical conditions that can cause visual impairments such as a "lazy eye" (amblyopia), cross eyed (strabismus), eye or brain injury and even birth defects.

Children in our classes may:

not be able to see objects at a given distances

struggle to see a whiteboard, blackboard or smartboard

have trouble reading or learning to read

have trouble participating in class

not be able to focus on objects or follow them

squint often or rub their eyes, including have chronic eye redness or sensitivity

bump into objects while moving around the classroom

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Assistive Technologies for Visual Impairments including Blindness

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Assistive Technologies for Visual Impairments including Blindness

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There are a range of low to high assistive technology tools that can help students that have visual impairments.

Lewis (2020) lists an A to Z guide of Assistive technology that can be incorporated into classrooms to help students with visual impairments or blindness.

Audio Description: The assisted listening devices provide additional narration tracks that describes the visual information that some may not be able to see.

Blindness Cane: While this a prime example of a low tech AT, canes assist low or no vision children in navigating around unfamiliar environments, such as the  school or classroom.

Braille Notetaker: Blind students can use a specialized eight key braille input machine, that allows for them to take notes, write, complete assignments and so forth.

Computers: A part of  every one's daily life, a computer can also display accessible assignments and allow for students to take notes that they can read. Settings on the computer can be adjusted to include magnification, larger print, high contrast and others to help low visual students.

Device Cameras: Taking a photo of certain objects and then magnifying them in order to help see text, visuals or pictures in larger form can be an useful tool that can be used during lessons or recess time.

Electronic Books (e-books) / Audio Books: These benefit students by including large print as well as text-to-speech functions.

Large Print: Repeated in a few of the above listed AT's, large print can be used as a high tech or low tech AT in assisting visually impaired students in being  able to read text.

Magnifiers: Magnifying glass, screen magnifiers or any other form of magnification.

Raised Dots / Braille: Braille or Raised Dots can provide information in a tactile way for students with low vision or vision loss. The labels are sticky can be used all over the classroom and on materials that students use frequently. These can also be used in books to help students read stories.

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An additional PDF resource of other assistive technologies for students with Visual Impairments.

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Assistive Technology for Visual Impairment / Blindness

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https://www.youtube.com/watch?v=34hBBYmhNLE

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Centers for Disease Control and Prevention. (2020). Vision Impairment Quest. CDC website. Retrieved June 8, 2022 from https://www.cdc.gov/ncbddd/kids/vision.html

Hirsch, L. (2021). Visual Impairments Factsheets (For Schools). Nemours Kids Health. Retrieved June 8, 2022 from https://kidshealth.org/en/parents/vision-factsheet.html

Lewis, V. (2020). A to Z of Assistive Technology for Low Vision. Perkins School for the Blind. Retrieved June 8, 2022 from https://www.perkinselearning.org/technology/blog/z-assistive-technology-low-vision

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"Developmental delay is when your child lags behind their peers in one or more areas of emotional, mental, or physical growth." (Stuart, 2007) Including delay in areas such as speech or language, eyesight, motor skills, social and emotional skills, and cognitive skills.

The various areas each include numerous possible causes and severity of delay. Therefore different assistive technology had been identified for them.

References:
Stuart, A. (2007, September 25). Developmental Delays in Children. WebMD. Retrieved June 7, 2022, from https://www.webmd.com/parenting/baby/recognizing-developmental-delays-birth-age-2

Fertilitypedia - Developmental delay. (n.d.). FertilityPedia. Retrieved June 7, 2022, from https://fertilitypedia.org/edu/symptoms/developmental-delay

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- Audiobooks for those whose reading and literacy skills are delayed. This would assist them in their "reading".

- Text to speech software to assist those who have trouble talking but do not face typing issues. This will help them verbalize the message that they are trying to get across.

- The FM system, is used to help those that had issues processing and picking up the critical audio from all the background noise therefore with this technology. They can focus on what their teacher had to say and thus be able to effectively participate in class.

References:
Lynch, M. (2019, January 18). Assistive Technology to Help Students with Developmental Delays Succeed Academically. The Tech Edvocate. Retrieved June 8, 2022, from https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/

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Physical
- Plan simple but fun games that they are capable of completing yet engaging for the rest of the students.

Mental
- Develop a routine so that students can get used to what to expect next.
- Avoid using abstract sentences, ask students for clarification, and repeat instruction if necessary.

Speech
- Speak slower and use simpler words to convey meaning.
- Be prepared for other means or forms of communication with the kid.

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"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." (The Montana Department of Public Health and Human Services, n.d.)

Nationally "More than one-half (55.2%) of all 3, 4, and 5 year old children with a disability receive speech and language services." (The Montana Department of Public Health and Human Services, n.d.)

References:
The Montana Department of Public Health and Human Services. (n.d.). SPEECH OR LANGUAGE IMPAIRMENT. Montana DPHHS. Retrieved June 8, 2022, from https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment

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Augmentative and alternative communication (AAC)
- Unaided communication systems
Does not require anything besides the person, e.g. sign language or body gesture.

- Low-tech AAC
Non-powered devices such as pens, pencils, or picture boards can be used to help put messages across.

- High-tech AAC
Powered devices such as smartphones, tablets, electronic communication boards and usually can produce digitalize speech that would assist the user in communicating.

References:
LibGuides: Speech Disorders: Common Assistive Technologies. (2022, May 11). University of Illinois Library. Retrieved June 8, 2022, from https://guides.library.illinois.edu/c.php?g=613892&p=4265891

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- Allowing the kid to sit closer to the student to improve the communication with the student and reduce effect of background noise.

- Speak directly facing the student to enable the student to pick up expression and body gesture on top of the audio.

- Allow extended response time from the student as required.

- Give student the opportunity to use AAC to communicate with classmates too.

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Students with multiple disabilities are faced with a variety learning challenges due to the nature of the combination of having more than one disability. Therefore, assistive technology will be paramount to better the learning experience for these particular students.

The combination of cognitive disability and orthopedic disability means that AT will be a series of learning devices and mobile devices. Because of the limited vocal capabilities the AT tools will aid to support communication. Examples include:

microswitch

vocal output communication aid

tablet

laptop

speech generating device (SGD)

Mobility devices include:

wheelchairs

walkers / canes / crutches

special chairs or desks for comfortable seating positions

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Multiple disabilities presents challenges for the student, as well as for the teacher. It would serve the student better if teachers were educated on what multiple disabilities accounts for and how to help a student who has multiple disabilities. In addition, a caregiver on site with the student would help bridge the communication the student must have with his/her/their teacher.

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Assistive Technology in Minutes for Students Who Are Blind with Multiple Disabilities

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Assistive technology. Michigan Alliance for Families. (2022). Retrieved June 8, 2022, from https://www.michiganallianceforfamilies.org/assistive-technology/

Stasolla, F. (2015, January 15). Assistive Technology for Children with Multiple Disabilities. Clinmed International Library . Retrieved June 8, 2022, from https://clinmedjournals.org/articles/ijpp/ijpp-1-001e.php?jid=ijpp